Efektivitas Metode Question Answer Relationships terhadap Kemampuan Membaca Pemahaman Peserta didik Kelas IV
DOI:
https://doi.org/10.30736/atl.v6i2.936Keywords:
Metode Question Answer Relationships, Kemampuan Membaca PemahamanAbstract
Abstrak: Kemampuan membaca pemahaman merupakan kemampuan menemukan arti kata, makna tersurat dan makna tersirat serta membuat kesimpulan. Kesulitan dalam mengidentifikasi gagasan pokok dalam bacaan terutama dalam membuat simpulan dialami oleh siswa kelas IV. Keefektifan metode Question Answer Relationships (QAR) terhadap kemampuan membaca pemahaman siswa kelas IV di MI 6 Tahun Tambakboyo Blitar menjadi fokus pada penelitian yang menggunakan pendekatan kuantitatif dengan jenis true experiement. Teknik pengumpulan data menggunakan instrumen tes. Hasil penelitian ini menunjukkan bahwa nilai thitung lebih besar dari ttabel pada signifikansi 0,05 (th = 3,824 >ttb = 1,171). Sehingga disimpulkan metode QAR efektif untuk meningkatkan kemampuan membaca pemahaman dibandingkan metode diskusi pada kelas kontrol.
Abstract: Reading comprehension is the ability to capture the meaning of words, the ability to capture the explicit and implied meanings and the ability to draw conclusions. Fourth grade students have difficulty in identifying the main ideas in the reading, and they have not been able to draw conclusions. The purpose of this study is to determine the level of understanding before and after implementing Question-Answer-Relationship method and to measure its effectiveness in improving the reading comprehension of fourth grade students at MI (Islamic Primary School) 6 Tambakboyo Blitar. This study employed a quantitative approach, using a true experimental method. The data were collected using test instruments. The results of this study demonstrate that the value of t-observed is greater than t-table at a significance level of 0.05 (to = 3.824 > tt = 1.171). Hence, it can be concluded that the QAR method is effective for improving reading comprehension skills compared to the discussion method in the control class.
Downloads
References
Ambarita, R. S., Wulan, N. S., & Wahyudin, D. (2021). Analisis Kemampuan Kemampuan membaca pemahaman Pemahaman pada Siswa Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 3(5), 2336–2344. doi: 10.31004/edukatif.v3i5.836
Arisman, R., Adu, B., & Ambotang, N. A. F. (2021). Reading Comprehension Improvement through Question and Answer Relationship (QAR) Method. Jurnal UMJ, 3(2), 10.
Bakti, M. N., Susanto, S., & Supriyanto, D. H. (2022). Analisis Pemanfaatan Perpustakaan Sebagai Sarana Menumbuhkan Minat Kemampuan Membaca Pemahaman Siswa di SDN Gemarang 7. 9.
Danim, Sudarwan. (2011). Perkembangan Peserta Didik. Bandung: Alfabeta.
Khasanah, A., & Cahyani, I. (2016). Peningkatan Kemampuan Kemampuan membaca pemahaman Pemahaman dengan Question Answer Relationships (QAR) pada Siswa Kelas V Sekolah Dasar. Jurnal Pedagogik Pendidikan Dasar, 2(4), 15.
Kinniburgh, L. H., & Prew, S. S. (2014). Question Answer Relationships (QAR) in the Primary Grades: Laying the Foundation for Reading Comprehension. International Journal of Early Childhood Special Education, 2(8651). doi: 10.20489/intjecse.107956
Maulana, Panjii Dan Akbar, A. (2017). Penerapan Pembelajaran Kooperatif Tipe Stad (Student Team Achievement Division) Untuk Menaikkan Kemampuan Kemampuan membaca pemahaman Pemahaman Di Sekolah Dasar. 5(2), 46–59.
Murti. (2019). Peningkatan Keterampilan Kemampuan membaca pemahaman Pemahaman Melalui Penggunaan Strategi Directid Reading Thinking Activity (DRTA) Pada Siswa Kelas V Negeri 8 Bengkalis Kecamatan Bengkalis Kabupaten Bengkalis. Jurnal Pendidikan Tambusai, 3(1), 180–194.
Nurhayati, Asnawi Muslem, Abdul Manan. (2019). Qar for Effective Teaching of Reading Comprehension. English Education Journal (EEJ), 1.
Prihatsanti, U., Suryanto, S., & Hendriani, W. (2018). Menggunakan Studi Kasus Sebagai Metode Ilmiah Dalam Psikologi. Buletin Psikologi, 3(26), 26. Retrieved from https://doi.org/10.22146/Buletinpsikologi.38895
Rahayu, P. (2012). Peningkatan Kemampuan Kemampuan membaca pemahaman Pemahaman Dengan Teknik Skrambel Bagi Siswa Kelas IV SD Negeri Bakulan Tahun Pelajaran 2011/2012. Doctoral Dissertation, Universitas Muhammadiyah Surakarta.
Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas. The Reading Teacher, 59(3), 206–221. doi: 10.1598/RT.59.3.1
Readence, J., Bean, T. W., & Bean, J. D. (2017). Content Area Literacy: An Integrated Approach (11th ed.). Kendall Hunt Publishing.
Samsu Somadayo. (2011). Strategi dan Teknik Pembelajaran Kemampuan membaca pemahaman. Yogtakarta: Graha Ilmu.
Stahl, K. A. D. (2020). Proof, Practice, and Promise: Comprehension Strategy Instruction in the Primary Grades. The Reading Teacher, 57(7), 598–609. Retrieved from https://www.jstor.org/stable/2020 5406
Suswika, W., Herlina, R., & Faridah, D. (2020). Question Answer Relationship (QAR) in Critical Reading on Narrative Text. JALL (Journal of Applied Linguistics and Literacy), 4(1), 95–102.
Syah, Muhibbin. (2004). Psikologi Belajar. Jakarta: PT. Raja Grafindo Persada.
Tahmidaten, L., & Krismanto, W. (2020). Permasalahan Budaya Kemampuan membaca pemahaman di Indonesia (Studi Pustaka Tentang Problematika & Solusinya). Scholaria: Jurnal Pendidikan dan Kebudayaan, 10(1), 22–33. doi: 10.24246/j.js.2020.v10.i1.p22-33
Wilson, N. S., Grisham, D. L& Smetana. (2009). Investigating Content Area Teachers Understanding of a Content Literacy Framework: A Yearlong Professional Development Initiative. Journal of Adolescent & Adult Literacy, 52(58), 708–718. Retrieved from https://doi.org/10.1598/jaal.52.8.6
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
The journal allow the authors to hold the copyright without restrictions and allow the authors to retain publishing rights without restrictions. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
The journal allows third parties (readers, researchers, and others) to share and adapt the material in line with the license. In addition, the material must be given appropriate credit, provided with a link to the license, and indicate if changes were made. If authors remix, transform, or build upon the material, they must distribute their contributions under the same license as the original.
