PENINGKATAN KETERAMPILAN MENULIS TEKS PROSEDUR MELALUI METODE READ ALOUD DI KELAS IV SEKOLAH DASAR

• Main Author: Revanggi Shinta Ardyani P, - (Author)
• Format: Book
• Published: 2023-08-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilatarbelakangi oleh lemahnya keterampilan menulis teks prosedur peserta didik di kelas IV Sekolah Dasar karena penggunaan metode pembelajaran yang kurang menarik. Sehingga tujuan dari penelitian ini yakni untuk mendeskripsikan peningkatan keterampilan menulis teks prosedur melalui metode read aloud di kelas IV Sekolah Dasar. Desain penelitian ini menggunakan pre-eksperimen dengan desain One Group Pre-test Post-test. Partisipan pada penelitian ini yakni peserta didik kelas IV SDN Tambun 02 dengan menggunakan sampel berjumlah 15 orang. Instrumen yang digunakan pada penelitian ini yakni lembar tes. Terdapat perbedaan hasil yang diperoleh. Pada pretest 33,33% peserta didik termasuk dalam kategori sedang dan 66,66% peserta didik termasuk kategori rendah. Sedangkan pada posttest 13,33% peserta didik termasuk kategori sedang, 40% peserta didik termasuk dalam kategori tinggi, dan 46,66% peserta didik termasuk dalam kategori sangat tinggi. Kesimpulannya yakni terdapat perbedaan pada keterampilan menulis teks prosedur peserta didik dengan dibuktikan oleh adanya peningkatan nilai sesudah digunakan metode read aloud. The background of this research is the weak writing skills of procedural texts of students in class IV of elementary school due to the use of less attractive learning methods. The purpose of this study is to describe the improvement of procedural text writing skills through methods read aloud in class IV Elementary School. This research design uses pre-experiment by design One Group Pre-test Post-test. Participants in this study were fourth grade students at SDN Tambun 02 using a sample of 15 people. The instruments used in this study were test sheets. There are differences in the results obtained. On pretest 33.33% of students fall into the medium category and 66.66% of students fall into the low category. Meanwhile on posttest 13.33% of students fall into the moderate category, 40% of students fall into the high category, and 46.66% of students fall into the very high category. The conclusion is that there is a difference in the students' writing procedural text skills as evidenced by an increase in value after using the method read aloud.

Item Description

http://repository.upi.edu/101604/1/S_PGSD_1903204_Title.pdf
http://repository.upi.edu/101604/2/S_PGSD_1903204_Chapter%201.pdf
http://repository.upi.edu/101604/3/S_PGSD_1903204_Chapter%202.pdf
http://repository.upi.edu/101604/4/S_PGSD_1903204_Chapter%203.pdf
http://repository.upi.edu/101604/5/S_PGSD_1903204_Chapter%204.pdf
http://repository.upi.edu/101604/6/S_PGSD_1903204_Chapter%205.pdf
http://repository.upi.edu/101604/7/S_PGSD_1903204_Appendix.pdf