EFEKTIVITAS PELATIHAN BUNYI HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR

Beatrix Carnatia Sanoe, Sri Tiatri, Soemiarti Patmonodewo
| Abstract views: 47 | views: 86

Abstract

Penelitian ini bertujuan untuk mengetahui Apakah pelatihan bunyi huruf efektif dapat meningkatkan kemampuan membaca permulaan pada Siswa kelas 1 Sekolah Dasar. Pelatihan Bunyi Huruf ini mengacu pada teori Phonological Awareness dari Torgessen dan Wagner (1998) Phonological Awarenes adalah sensitivitas atau kesadaran eksplisit seseorang yang meliputi kemampuan mendengar, melihat, memikirkan atau memanipulasi struktur bunyi dari kata-kata dalam bahasanya. Subyek dalam penelitian ini sebanyak 12 siswa kelas 1 SD yang belum lancar membaca. Siswa tersebut dibagi mejadi 2 kelompok yaitu kelompok kontrol dan kelompok eksperimen. Alat pengumpulan data yang digunakan sebagai test yang pada pretest dan postest adalah EGRA (Early Grade Reading Assessment). Pelatihan Bunyi Huruf dilakukan sebanyak 8 kali pertemuan, dan hasil penelitian menunjukan adanya peningkatan skor kemampuan membaca yang sangat signifikan pada kelompok eksperimen setelah diberikan pelatihan bunyi huruf. Disimpulkan bahwa pelatihan bunyi huruf terbukti efektif dalam meningkatkan kemampuan siswa sekolah dasar.

 

This study aims to find out whether effective letter sound training can improve initial reading skills in Grade 1 Elementary School students. This Letter Sound Training refers to the Phonological Awareness theory of Torgessen and Wagner (1998) Phonological Awareness is the sensitivity or explicit awareness of a person which includes the ability to hear, see, think or manipulate the sound structure of words in the language. The subjects in this study were 12 grade 1 elementary school students who had not read fluently. The students were divided into 2 groups, namely the control group and the experimental group. The data collection tool used as a test at the pre-test and post-test was EGRA (Early Grade Reading Assessment). Letter Sounding Training was conducted in 8 meetings, and the results of the study showed a very significant increase in the reading ability score in the experimental group after being given letter sound training. It was concluded that letter sound training proved effective in improving the ability of elementary school students

Keywords

Pelatihan Bunyi Huruf; Kemampuan membaca awal; Siswa Sekolah Dasar

Full Text:

PDF

References

Anderson, J.R. (1996). ACT: A Simple Theory og Complex Cognition. Amarican Psychologist.

Atkinson, R., Richard, A., & Hilgard, E. (2000). Pengantar Psikologi. Jilid 1, Edisi 8. Penerjemah: Agus, D, Michael, A. Jakarta : Penerbit Erlangga.

Aulia , 2011 Mengajarkan Balita Anda Membaca: Revolusi Cerdas Untuk Kemampuan Anak Membaca Di Rumah. Jogjakarta: Intan Media

Baddeley, A. D. (2001). Is Working Memory Still Working?. American Psychologist.

Dale, H. S.. (2012). Learning Theories an Educational Perspective. American Psycologist

Dardjowidjojo, S. (2003) Psikolinguistik: Pengantar Pemahaman Bahasa Manusia. Jakarta

Gagne, R. M. (1985). The Conditions of Leraning. New york ; Holt, Rinehart & Windston

Mayer, R. E. (1996). Learners As Information Processors; Legacies And Limitation Of Psychology’s Second Metaphor. Educational psychologist

Schmidt, R. A. (1989). Motor Control and Learning: A Behavioral Emphasis.Champaign: Human Kinetic Publishers, Inc

Torgessen, J.K., Morgan, S.T. and Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370.

Wagner, R.K. and Torgessen, J.K., 1987, The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101,192-212.

Widyana, R. 1999. Efektifitas pelatihan kesadaran Fonemik dalam meningkatkan kemampuan Pra membaca anak anak Prasekolah. Tesis. Yogyakarta. Program Pasca Sarjana UGM.

Copyright (c) 2019 Jurnal Muara Ilmu Sosial, Humaniora, dan Seni
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Refbacks

  • There are currently no refbacks.