Read Aloud Training Module

Yulianeta, Yulianeta; Damaianti, Vismaia S.; Amandangi, Dewi Prajnaparamitha; Rahesi, Inggri Dwi

doi:10.2991/assehr.k.201215.130

Cited by 3 publications

(3 citation statements)

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“…Sekalipun ada beberapa aspek yang memang dirasa peningkatannya tidak begitu besar, tetapi secara keseluruhan model ini secara nyata dapat memfasilitasi pemahaman membaca siswa. Demikian halnya dalam penelitian Yulianeta dan Damaianti menjelaskan bahwa inplementasi readaloud dianggap efektif dalam penguasaan literasi (Yulianeta et al, 2020).…”

Section: Hasil Dan Pembahasanunclassified

Model Kolaboratif Interaktif Readaloud untuk Mendukung Literasi Membaca di Sekolah Dasar

Istikhoroh Nurzaman

2023

JEE

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This study is based on the urgency in understanding of the text presented. The aim of this research is to produce a collaborative interactive read aloud learning model as an effort to create understanding of the text. The model applied includes: 1) Designing; 2) Forming; 3) Facilitating; 4) Evaluating. This research was carried out by adapting McKenny & Reeves through the stages of EDR development research procedures which include: 1) Problem Identification; 2)Design and Construction; 3) Evaluation and Reflection. Data collection techniques were carried out by interviews and observation. The research subjects involved teachers and students at SDN Karangsambung, Tasikmalaya City. The conclusions of this research indicate that the collaborative interactive read aloud model can be implemented in reading learning to support elementary school students' reading comprehension

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Section: Hasil Dan Pembahasanunclassified

Model Kolaboratif Interaktif Readaloud untuk Mendukung Literasi Membaca di Sekolah Dasar

Istikhoroh Nurzaman

2023

JEE

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“…According to Kusnawan and Kurniawan (2018), the most basic concept of the family literacy movement is to build a good reading culture, so that families have an important task in building a good culture, namely a culture that is able to condition family members to be involved in good reading activities and continuation, so it will create family members who like to read. In family literacy, parents must be able to provide children with a solid foundation of language fluency and early literacy skills (Yulianeta, Damaianti, Amandangi, & Rahesi, 2020). Meanwhile, according to Wasik (2012), family literacy discourse discusses ways of discourse and dialogue that are carried out by parents so that they can affect children's language learning and literacy.…”

Section: Family Literacymentioning

confidence: 99%

Gender Awareness Effort Trough Family Literacy Training Using Children’s Literature

Syihabuddin¹,

Damaianti²,

Yulianeta³

et al. 2021

Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)

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The role of families could be the foundation to build civilization that contributes to the quality of human resource, especially the family members. Through children literature, parents are expected to provide education on gender awareness and also to improve literacy. Family literacy aims to minimalize the stigma that limits the interconnection and knowledge between men and women. A literacy training is designed as an effort to improve family literacy and a gender awareness effort using children literature as the medium. The training involves several experts including literacy experts, children literature experts, and literacy activists. Using Zoom meeting, the training is held in 3 series to achieve maximum results. According to the results, the training participants state that the family literacy training has proceeded well and they expect a follow-up program related to family literacy.

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“…Secara sederhana dapat dikatakan bahwa banyak ditemukan anak yang membaca dengan terbata-bata (Santi, Barr, Khalaf, & Francis, 2015;Wahyuning, 2015;Yildirim & Rasinski, 2014). Proses pembelajaran membaca hanya terhenti pada kelancaran membaca yang melihat anak terbata-bata atau tidak (Protopapas, Katopodi, Altani, & Georgiou, 2018;Rahman, Sakti, Widya, & Yugafiati, 2019;Trisdania, 2018;Yulianeta, Damaianti, Amandangi, & Rahesi, 2020). Sebagian besar anak masih berada pada posisi mengenali kode dan masih sedikit anak yang sudah memahami makna teks yang dibaca (McCoach & Yu, 2015;Paige & Magpuri-Lavell, 2014;Taufina & Chandra, 2017a).…”

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Krisis Kemampuan Membaca Lancar Anak Indonesia Masa Pandemi COVID-19

et al. 2021

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Banyak anak Indonesia yang berusia 7-8 tahun mengalami kesulitan yang sangat berarti dalam menangkap makna isi teks cerita yang mereka baca. Terutama pada masa pandemi covid-19. Padahal sebagian dari mereka terlihat tidak bermasalah dengan proses membaca dari kata ke kata berikutnya. Mengungkap kasus dalam permasalahan yang dialami oleh anak usia 7-8 tahun di Indonesia, perlu dilakukan penelitian kualitatif dengan pendekatan grounded teori. Proses pendekatan grounded teori: data collection, coding, theoretical sampling, dan theory. Hasil penelitian menunjukkan bahwa paradigma anak usia 7-8 tahun di Indonesia, mereka merasa sudah lancar membaca apabila sudah tidak terbata-bata membaca kata demi kata. Teori baru yang dihasilkan yaitu anak berpandangan bahwa semakin cepat mereka membaca, maka semakin lancar mereka membaca. Padahal ini merupakan pemahaman yang keliru. Anak usia 7-8 tahun dapat dikatakan lancar membaca apabila dapat membaca dengan memperhatikan penggunaan jeda, intonasi, dan ekspresi dalam membaca. Kecepatan membaca yang dimiliki oleh anak ketika sudah lancar membaca hanya sebagai nuturan efek dari kelancaran membaca.

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Read Aloud Training Module

Cited by 3 publications

References 0 publications

Model Kolaboratif Interaktif Readaloud untuk Mendukung Literasi Membaca di Sekolah Dasar

Model Kolaboratif Interaktif Readaloud untuk Mendukung Literasi Membaca di Sekolah Dasar

Gender Awareness Effort Trough Family Literacy Training Using Children’s Literature

Krisis Kemampuan Membaca Lancar Anak Indonesia Masa Pandemi COVID-19

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