Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension
Abstract
This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.
Keywords
Full Text:
PDFReferences
Akhadiah, S., Arsjad, M. G., & Ridwan, S. H. (1989). Pembinaan kemampuan menulis bahasa Indonesia. Jakarta1: Erlangga.
Akhdina, A., Satrijono, H., & Suhartiningsih. (2012). Improving Reading Comprehension through the technique of Stacking Scramble Paragraphs
Grade IV SDN Badean 01 Jember Academic Year 2012/2013. Artikel Hasil Penelitian Mahasiswa, 3(2), 1–6.
Ali, M. M., & Saiden, M. N. (2015). Application of Graded Reading Materials in the Teaching of Reading Skills for Children with Reading Difficulties. Procedia - Social and Behavioral Sciences, 191, 2631–2633.
Altwerger, B. O. (1987). Whole Language: What’s New?. Reading Teacher, 41(2), 144–154.
Amutha, D. S., & Philomina, M. . (2015). Diagnosis Of Reading And Writing Skills In Primary School Students. International Journal of English Language Teaching, 3(7), 1–7.
Artley, A. S. (1980). Psycholinguistics Applied to Reading Instruction. Reading Horizon, 20(2), 106–111.
Bailey, C. M., Hsu, C. T., & DiCarlo, S. E. (1999). Educational puzzles for understanding gastrointestinal physiology. Advances in Physiology Education, 276(6), S1.
Bambang. (2011). Penerapan Digital Library Sebagai Langkah Startegis Menstimulasi Budaya Membaca Di Masyarakat.
Berman, R., & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics / Revue Canadienne de Linguistique Appliquée, 4(1), 25–40.
Chitravelu, N., Sithamparam, S., & Choon, T. S. (2005). ELT Methodology: Principles and Practice (Second Edition). Oxford Fajar.
Cole, J., & Feng, J. (2015). Effective Strategies for Improving Writing Skills of Elementary English Language Learners. Chinese American Educational Research and Development Association Annual Conference, 2(4), 45–55.
D’On Jones, C., Reutzel, D. R., & Fargo, J. D. (2010). Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills. The Journal of Educational Research, 103(5), 327–341.
Fitzgerald, J., & Shanahan, T. (2000). Reading and Writing Relations and Their Development. Educational Psychologist, 35(1), 39–50.
Flippo, R. F., & Caverly, D. C. (2008). Handbook of college reading and study strategy research. London: Routledge.
Genlott, A. A., & Grönlund, Å. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers & Education, 67, 98–104.
Gehardt, A. F. L. M. (2015). Metacognitive Knowledge, Frameworks For Meaning Construction and Portuguese Teaching-Learning. Alfa, Sao Paulo, 59(2), 225–248.
Goodman, K. S. (1979). The Know-More and the Know-Nothing Movements in Reading: A Personal Response. Language Arts, 56(6), 657–663.
Hidayat, A. (2015). The Roles Of School Members In Utilizing Library To Improve Student Reading Interest Of SD N Gembongan. Jurnal Pendidikan Guru Sekolah Dasar, 3(IV), 1–12.
Julius, M. S., Meir, R., Shechter-Nissim, Z., & Adi-Japha, E. (2016). Children’s ability to learn a motor skill is related to handwriting and reading proficiency. Learning and Individual Differences, 51, 265–272.
Lemoine, H. E., Levy, B. A., & Hutchinson, A. (1993). Increasing the Naming Speed of Poor Readers: Representations Formed across Repetitions. Journal of Experimental Child Psychology, 55(3), 297–328.
McLaughlin, J., & Andrews, S. (2003). Soaring with reading and writing : a highly effective emergent literacy program. Trafford.
Meisinger, E. B., Bloom, J. S., & Hynd, G. W. (2010). Reading fluency: implications for the assessment of children with reading disabilities. Annals of Dyslexia, 60(1), 1–17.
Mukoroli, J. (2011). Effective Vocabulary Teaching Strategies For The English For Academic Purposes Esl Classroom. MA TESOL Collection, 45(2), 501–510.
Niva, S. (2014). The contribution of language to reading and writing and reading comprehension in elementary school. The Linguistic, Verbal and Mental Skills of Reading, 3(4), 57–68.
OECD. (2013). DRAFT SCIENCE FRAMEWORK. Retrieved from https://www.oecd.org/pisa/pisaproducts/Draft PISA 2015 Science Framework .pdf
Rasinski, T. V., & Hoffman, J. V. (2003). Theory and Research into Practice: Oral Reading in the School Literacy Curriculum. Reading Research Quarterly, JSTOR, 38(4), 510–522.
Rofi’uddin, A. (1998). Pendidikan bahasa dan sastra Indonesia di kelas tinggi. Jakarta: Direktorat Jenderal Pendidikan Tinggi, Departemen Pendidikan dan Kebudayaan.
Sangkaeo, S. (1999). Reading Habit Promotion in ASEAN Libraries. ERIC, 2(4), 14–25.
Santrock, J. W. (2012). Life Span Development (Perkembangan Masa Hidup). (13th ed.). Jakarta: Erlangga.
Saroh, E. R. S., & Damaianti, V. S. (2017). Pengaruh Teknik Scramble Terhadap Kemampuan Menentukan Ide Pokok Dan Memparafrase Dalam Pembelajaran Membaca Pemahaman. Eduhumaniora: Jurnal Pendidikan Dasar, 8(2), 144–151.
Saunders, K. J. (2007). Word-attack skills in individuals with mental retardation. Mental Retardation and Developmental Disabilities Research Reviews, 13(1), 78–84.
Stenson, B. A. (2006). Programs and Methods to Improve Reading Comprehension Levels of Reading Resource Special Needs Students at Austin Road Middle School. International Journal of Special Education, 21(2), 37–46.
Sulzby & Teale. (1991). The Development Of The Young Child And The Emergence Of Literacy. Handbook Of Research On Teaching The English Language Arts, 17(1), 273–285.
Suparno, & Yunus, M. (2007). Keterampilan Dasar Menulis. Jakarta: Universitas Terbuka.
Suratno, A. (2014). Peningkatan Kemampuan Membaca Pemahaman Menggunakan Teknik Scramble Wacana Siswa Kelas Iva Sd N Tukangan Yogyakarta. UNIVERSITAS NEGERI YOGYAKARTA .
Tarigan, H. G. (2008). Pendidikan Keterampilan Berbahasa. Jakarta: Universitas Terbuka.
Yiğiter, K., Sariçoban, A., & Gürses, T. (2005). READING STRATEGIES EMPLOYED BY ELT LEARNERS AT THE ADVANCED LEVEL. Reading Matrix: An International Online Journal, 5(1), 124–139.
Young, A. R., Bowers, P. G., & MacKinnon, G. E. (1996). Effects of prosodic modeling and repeated reading on poor readers’ fluency and comprehension. Applied Psycholinguistics, 17(01), 59.
Zhu, D. (2012). Using Games to Improve Students’ Communicative Ability. Journal of Language Teaching and Research, 3(4), 801–805.
DOI: http://dx.doi.org/10.33578/jtlee.v2i1.6643
Refbacks
- There are currently no refbacks.
Kampus Bina Widya Km 12,5 Simpang Baru
