Peningkatan Kemampuan Pemahaman Bacaan Kelas VII pada Pembelajaran Bahasa Inggris Menggunakan Model SQ3R
Abstract
Penelitian ini bertujuan untuk meningkatkan kemampuan pemahaman bacaan siswa kelas VII pada pembelajaran bahasa Inggris melalui penerapan model pembelajaran SQ3R (Survey, Question, Read, Recite, Review). Kemampuan pemahaman bacaan merupakan salah satu keterampilan penting dalam pembelajaran bahasa Inggris, yang seringkali menjadi tantangan bagi siswa SMP, terutama dalam memahami teks yang lebih kompleks. Model SQ3R dipilih karena telah terbukti efektif dalam membantu siswa mengorganisir dan memahami informasi dari teks dengan cara yang sistematis dan terstruktur. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK), yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan dalam penelitian ini adalah tes pemahaman bacaan dan observasi kelas untuk menilai keterlibatan siswa selama proses pembelajaran. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kemampuan pemahaman bacaan siswa setelah penerapan model SQ3R. Pada siklus pertama, skor rata-rata pemahaman bacaan siswa meningkat dari Post test 62.27 menjadi 70.09 pada siklusi I, meskipun masih terdapat beberapa siswa yang membutuhkan perhatian lebih. Pada siklus kedua, setelah dilakukan refleksi dan perbaikan strategi pembelajaran, sebagian besar siswa menunjukkan peningkatan yang lebih baik dalam memahami teks yang diberikan dengan nilai rata-rata 82.36. Penelitian ini menyimpulkan bahwa penerapan model SQ3R dapat meningkatkan pemahaman bacaan siswa kelas VII dalam pembelajaran bahasa Inggris, serta dapat menjadi alternatif strategi yang efektif untuk diterapkan di kelas.
Downloads
References
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and Teaching: Research Reviews (pp. 77-117). Newark, DE: International Reading Association.Robinson, F. P. (1970). Effective Study (5th ed.). Harper & Row.
Anderson, A. (2014). Reading Comprehension Strategies for English Language Learners. Language Learning & Technology, 18(2), 68-89.
Gunning, T. G. (2019). Creating Reading Instruction for All Students. Pearson Education
Hasan, R. (2021). The Effect of Using SQ3R on Students’ Reading Comprehension in English. Journal of Language Teaching and Research, 12(2), 233-240.
Hidayati, R. (2020). Pengaruh Model Pembelajaran SQ3R terhadap Peningkatan Kemampuan Membaca Siswa. Jurnal Ilmiah Pendidikan, 12(1), 67-77.
Kusuma, R. (2021). Pengaruh Model Pembelajaran Aktif Terhadap Motivasi dan Prestasi Belajar Siswa. Jurnal Pendidikan dan Pembelajaran, 14(1), 22-31.
Nicolson, M. (2018). Effective Reading Strategies for English Language Learners. TESOL Journal, 9(4), 345-356.
Riawati, L. (2017). Efektivitas Model SQ3R dalam Meningkatkan Pemahaman Bacaan Siswa Sekolah Menengah Pertama. Jurnal Penelitian Pendidikan, 9(3), 201-209.
Robinson, F. P. (1970). Effective Study (5th ed.). Harper & Row.
Snow, C. E. (2010). Academic Language and the Challenge of Reading for Understanding. Educational researcher, 39(1), 1-10.
Wijayanto, I. (2017). Model Pembelajaran SQ3R dalam Meningkatkan Kemampuan Membaca. Jurnal Pendidikan Bahasa dan Sastra, 8(2), 121-130.
Zainuddin, Z., & Ibrahim, M. (2020). The Impact of SQ3R on Reading Comprehension Achievement of Senior High School Students. English Language Teaching Journal, 13(4), 102-113.
Copyright (c) 2024 Rahmawati Upa, Paldy Paldy, Opik Dwi Indah, Hafirah Patang, Masnah
This work is licensed under a Creative Commons Attribution 4.0 International License.
By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
License
The use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution 4.0 International License.
Author(s)' Warranties
The author warrants that the article is original, written by the stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
User/Public Rights
Under the Creative Commons license, users are allowed to copy, distribute, display, and perform the work. Users will also need to attribute authors on distributing works in the journal and other media of publications. Unless otherwise stated, the authors are public entities as soon as their articles got published.
Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. The journal will not be held liable for anything that may arise due to the author(s) internal dispute. The journal will only communicate with the corresponding author.
Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that the journal entitles the author(s) to no royalties or other fees.
Miscellaneous
The article will be published in the journal if the article’s editorial process is successfully completed. The editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers.
