EFEKTIVITAS PENGGUNAAN METODE EJA DALAM MENGATASI KESULITAN MEMBACA PERMULAAN SISWA KELAS II SEKOLAH DASAR

• Main Author: Ramadiani Putri Kuntara, - (Author)
• Format: Book
• Published: 2022-08-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/83873/1/S_PGSD_1800965_Title.pdf; http://repository.upi.edu/83873/2/S_PGSD_1800965_Chapter1.pdf; http://repository.upi.edu/83873/3/S_PGSD_1800965_Chapter2.pdf; http://repository.upi.edu/83873/4/S_PGSD_1800965_Chapter3.pdf; http://repository.upi.edu/83873/5/S_PGSD_1800965_Chapter4.pdf; http://repository.upi.edu/83873/6/S_PGSD_1800965_Chapter5.pdf; http://repository.upi.edu/83873/7/S_PGSD_1800965_Appendix.pdf
• Keywords: L Education (General); LB1501 Primary Education

Penelitian ini mengkaji tentang kesulitan membaca permulaan pada siswa kelas II Sekolah Dasar Negeri 146 Gumuruh. Jenis penelitian ini menggunakan Single Subject Research (SSR) atau penelitian dengan subjek tunggal. Desain yang digunakan adalah A- B-A' yaitu baseline A1, intervensi B, dan baseline A2. Pada fase baseline A1 kondisi awal kemampuan subjek dalam membaca permulaan mengunakan tes lisan sebelum diberi perlakuan atau intervensi, pada fase intervensi B yaitu kondisi subjek saat penggunaan metode eja untuk mengatasi kesulitan membaca permulaan dan fase terakhir yaitu fase baseline A' setelah penggunaan metode eja. Subjek pada penelitian ini adalah siswa yang mengalami kesulitan dalam membaca permulaan. Pengumpulan data menggunakan tes membaca permulaan dan obeservasi. Berdasarkan hasil penelitian terhadap membaca permulaan selama fase A-B-A' yaitu : 1) kemampuan membaca permulaan siswa sebelum diberi intervensi (baseline A1) sangat kurang, 2) kemampuan membaca permulaan pada saat diberi intervensi melalui metode eja (intervensi B) kemampuan membaca menjadi meningkat dengan penggunaan metode eja, 3) kemampuan membaca permulaan siswa setelah diberi intervensi melalui metode eja (baseline A2) mengalami peningkatan, 4) Perbandingan kemampuan membaca permulaan subjek SN sebelum dan setelah diberikan perlakuan menunjukkan perubahan kondisi baseline A1 ke kondisi intervensi B mendatar ke menaik, dan kondisi intervensi B ke kondisi baseline A2 menaik ke menaik, serta nilai yang diperoleh lebih menaik dibandingkan sebelum diberikan intervensi (baseline A1). Secara keseluruhan, penggunaan metode eja berpengaruh positif dan efektif terhadap membaca permulaan pada siswa yang mengalami kesulitan membaca permulaan kelas II SD Negeri 146 Gumuruh, Bandung. Kata Kunci : metode eja, membaca permulaan, kesulitan membaca This study examines the difficulty of early reading in grade II students of State Elementary School 146 Gumuruh. This type of research uses Single Subject Research (SSR) or research with a single subject. The design used is A-B-A', baseline A1, intervention B, and baseline A2. In the baseline phase A1, the initial condition of the subject's ability of early reading was using an oral test before being given treatment or intervention. in the intervention phase B, The condition of the subject was using the spelling method to overcome early reading difficulties. And the last phase, the baseline phase A', After using the spelling method, The subjects in this study were students who had difficulty in early reading. The process of Collecting data was using the early reading test and observation. And the results of research on early reading during the A-B-A' phase are : 1) the students' eaely reading ability before being given the intervention (baseline A1) was very poor, 2) the early reading ability when given the intervention through the spelling method (intervention B) increased the reading ability with the use of the spelling method, 3) the students' early reading ability after being given an intervention through the spelling method (baseline A2) has increased, 4) The comparison of the early reading ability of SN subjects before and after being given treatment shown a change in the baseline A1 condition to the intervention condition B horizontally to ascending, and the intervention condition B to the baseline A2 condition increased to ascending, and the value obtained was higher than before the intervention was given (baseline A1). Overall, the use of the spelling method has a positive and effective effect on early reading for students who have difficulty on early reading in grade II SD Negeri 146 Gumuruh, Bandung. Keywords: spelling method, early reading, reading difficulties