The Effect of Big Books as Teaching Media on the Third Grade Students’ Reading Comprehension in South Bali

Abstract

This study aimed at investigating whether or not there was a significant effect of Big Book as teaching media on the third grade students’ reading comprehension in south Bali. Research design of this study was Quasi Experimental of Post-test Only Control Group Design. The population was 56 students of the third grade students of elementary school in south Bali. Two classes were used as sample of this study. Class IIIA was assigned as experimental group and treated by using Big Book as teaching media. Meanwhile, class IIIB was assigned as control group and treated by using conventional media. The data were analyzed by using t-test through SPSS 16.0. The result of descriptive statistical analysis shows that mean score of experimental group is 80.5357 and control group is 75.3571. It means experimental group gets better score than in control group. The result of inferential statistical analysis shows comparison between tobs (t-observed) and tcv (t-critical value) that is 2.181>2.0049. It means that the value of tobs is higher than the value of tcv. It can be concluded that there is a significant effect on the third grade students’ reading comprehension taught by using Big Book as teaching media.

Media Belajar Big Book dalam Mengembangkan Kemampuan Berbahasa Reseptif Anak Usia Dini

“…Sambil membaca cerita, pendidik dapat mendemontrasikan yang dibacanya dalam gambar dan menunjuk setiap kata yang dibaca. Dengan menggunakan big book, guru bisa menunjuk ke kata-kata ketika ia membaca dari kiri ke kanan, dan anak bisa membedakan banyak sosok huruf cetak, seperti kata-kata dan bukan gambar-gambar yang dibaca, bahwa kata-kata individu punya jarak masing-masing, dan bahwa kata-kata membentuk sebuah kalimat (Nalantha, Artini, and Mahayanti 2018;Ocbian et al 2015;Seefeldt and Wasik 2008) Penggunaan media belajar Big Book ini juga didukung oleh kemampuan guru dalam berkomunikasi. Sebagai seorang guru, pendidik di tuntut untuk mampu melakukan komunikasi secara demokratis dan menggunakan bentuk pertanyaan terbuka serta mampu menggunakan media-media kreatif dalam proses pembelajaran (Kementrian Pendidikan dan Kebudayaan 2018:8; Ocbian et al 2015; Sitepu and Nasution 2018).…”

Enhancing Elementary Students’ Oral Reading Fluency Through Repeated Reading and Big Books

“…It includes enhancing the students' reading fluency so that they understand the passage they are reading (Almutairi, 2018;Cotter, 2012;DeWaard, 2021;Gedik & Akyol, 2022;Paige, 2020;van Erp, 2021). The indicated low level of reading skills (Chi, 2023;OECD, 2023), decrease in proficiency in oral reading, and the decline of the reading development of students as affected by the pandemic (Ludewig et al, 2022) has created the need to employ solutions to respond to these issues (Domingue et al, 2022;Nalantha et al, 2018). There is a contextual gap in the use of repeated reading and Big Books interventions as supporting solutions to enhance the reading skills of the students affected by the pandemic as they return to regular classroom settings.…”

“…It involves recognizing letters, improving literacy, enhancing comprehension, refining communication skills, stimulating imagination and creativity, and contributing to cognitive development and writing skills. It causes an expansion in the knowledge of the reader, hence providing an avenue for the individual's growth and understanding of the ever-changing world (Nalantha et al, 2018;Ningsih, 2017;van Erp, 2021).…”

“…Acquiring reading skills is relevant as it results in understanding information (Ningsih, 2017) and instils a sense of achievement among the students (van Erp, 2021). By reinforcing reading capabilities, students will have more significant progress in all areas of learning, since most disciplines involve reading (Nalantha et al, 2018).…”

The Effect of Insert Learning Media on Studens’ Reading Comprehension in Recount Text at the Eleventh Grade of Sman 1 Arosbaya

“…This media may be helpful in (Pratama et al, 2018) Comprehension in South Bali. " The authors claimed that using appropriate media is expected to help students be more attractive and understand the material well (Nalantha et al, 2018).…”