The Learning English Paragraph Reading Skills through Constructivism Approach Using Student Worksheets Media
DOI:
https://doi.org/10.55909/dj3l.v1i2.11Keywords:
reading skills, paragraphs, scaffolding techniques, student worksheets mediaAbstract
This study used a quasi-experimental method using a treatment group and a control group. This study aims to describe: 1) the results of learning English paragraph reading skills through the scaffolding technique using question and answer-based student worksheets in the treatment group; 2) the results of learning English paragraph reading skills through scaffolding techniques using student worksheets without question and answer based in the control group; 3) the results of learning English paragraph reading skills are the same between the treatment group and the control group. This research was conducted at SMA Negeri 5 Jambi City. The research takes place in the even semester of the 2022/2023 academic year. The population of this study were 70 students of XII-IPA class at SMA Negeri 5 Jambi City. This number is divided into 35 students in class XII-IPA.1 and 35 students in class XII-IPA.2. The sample is set as many as 60 students; divided from 30 students of class XII-IPA.1 and 30 students of class XII-IPA.2 who were selected randomly using the no-return technique. This research uses student worksheets which are arranged using scaffolding technique in the context of explaining the material knowledge and skills of reading English paragraphs. To collect data on English paragraph reading skills through scaffolding techniques using question and answer based student worksheets, multiple choice test instruments were used. The test data were processed using parametric inferential statistical procedures, namely a one sample t test to achieve the first and second objectives and independent sample t tests to achieve the third objective. The results showed: 1) the results of learning English paragraph reading skills through the scaffolding technique using question and answer-based student worksheets in the treatment group obtained a mean of 15.341 or 85.23 percent; 2) the results of learning English paragraph reading skills through the scaffolding technique using student worksheets without being based on questions and answers in the control group obtained a mean of 15.133 or 84.07 percent; 3) there is no difference in the learning outcomes of English paragraph reading skills between the treatment group and the control group.
References
Andriani, Rike & Rasto. (2019). Motivasi Belajar sebagai Determinan Hasil Belajar Siswa. Jurnal Pendidikan Manajemen Perkantoran, Volume 4, Nomor 1, Januari 2019, 80-86.
Astuti, N, P., & Probowisi, P. 2022. Peran Guru Dalam Pembelajaran Daring di Sekolah Dasar pada Masa Pandemi. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 11 (4), 1168-1176. DOI: http://dx.doi.org/10.33578/jpfkip.v11i4.8610.
Azi, Y. (2020). Scaffolding and the Teaching of Writing Within ZPD: Doing Scaffolded Writing (A Short Case Study), June 2020, International Journal of Linguistics 12(3):105-114. DOI:10.5296/ijl.v12i3.14044
Banat, Siti M. & Pierewan, Adi C. (2019). Reading Literacy and Metacognitive Stategy for Predicting Academic Acheivement. LITERA: Jurnal Penelitian Bahasa, Sastra, dan Pengajarannya, Volume 18, Nomor 3, November 2019, 485-497.
Bliss, J.; Askew, M.; & Macrae, S. (1996). Effective teaching and learning: Scaffolding revisited. Oxford review of Education, 22(1), 37-61. DOI:10.1080/0305498960220103
Chaplen, Frank. (1984). Paragraph Writing. London: Oxford University Press.
Debataraja, M. (2023). Peningkatan Keterampilan Membaca Gagasan Paragraf melalui Pendekatan Keterampilan Proses dan Teknik Tugas Menyalin Pemaknaan Leksikal. Jurnal Pembelajaran Bahasa Dan Sastra, 2(3), 391–400. https://doi.org/10.55909/jpbs.v2i3.285
Emda, Amna. (2018). Kedudukan Motivasi Belajar Siswa dalam Pembelajaran. Lantanida Journal, Vol. 5 No. 2, 172-182. DOI:10.22373/lj.v5i2.2838
Fraenkel, Jack R.; Wallen, E. Norman; Hyun, Helen H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Fulcher, G. & Davidson, F. (2007). Language Testing and Assessment: An Advaced Resource Book. New York: Routledge Applied Linguistics.
Gorsuch, G. & Etsuo, T. (2010). Developing Reading Fuency and Comprehension Using Repeated Reading: Evidence from Longitudinal Student Reports. Sage: Language Teaching Research, 14(1), 2010, 27-59.
Grabe, W. & Stoler, Fredricka L. (2013). Teaching and Researching Reading: Applied Linguistics in Action, Second Edition. Editors: Christopher N. Candlin and David R. Hall. New York: Routledge.
Haghani, N. & Bahmannejad, F. (2018). Reading Comprehension and Tolerance against Comprehension Ambiguities: An Empirical Study of Iranian GFL-Learners in Communicative Education. Journal of Education and Learning; Vol. 7, No. 1; 2018, 1-12.
Hammond, J. & Gibbons, P. (2005). What is Scaffolding. Editors: Anne Burns and Helen de Silva Joyce. Teachers’ Voices, 8, 8-16.
Harjasujana, Ahmad S. & Mulyati, Yeti. (1996). Membaca 2. Jakarta: Direktorat Jenderal Pendidikan Tinggi, Departemen Pendidikan dan Kebudayaan.
Harris, David P. (1969). Testing English as a Second Language. McGraw-Hill Book Company.
Hatteberg, Sarah J. & Steffy, K. (2013). Increasing Reading Compliance of Undergraduates: An Evaluation of Compliance Methods. Teaching Sociology 41(4), 346 –352.
Horowitz-Kraus, T. & Finucane, S. (2016). Separating the Different Domains of Reading Intervention Programs: A Review. SAGE Open, April-June 2016, 1 –26
Jasin, Zurainu M. & Shaari, Abdull S. (2012). Keberkesanan Model Konstruktivisme Lima Fase Needham dalam Pembelajaran Komsas Bahasa Melayu. Jurnal Pendidikan Bahasa Melayu Malay Language Education Journal (MyLEJ). 1(1), 79-92.
Johari, A. dkk. (2013). Student Reading Practices and Environments. Indonesian Journal of Applied Linguistics, Vol. 3 No. 1, July 2013, 17-28.
Koch, H. & Sporer, N. (2017). Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education. Sage: Psychology Learning & Teaching, 0(0), 1–15.
Lee, Ming F. dkk. (2019). Needham Model Based Instructional Multimedia Material for Teaching Digital Logic Gates. Journal of Technical Education and Training, Vol. 11, No. 1 (2019), 54-62.
Liadi, F. dkk. (2018). Penerapan Pendekatan Konstruktivisme sebagai Upaya Meningkatkan Membaca Pemahaman Interpretatif bagi Siswa. Jurnal Transformatif, Volume 2, Nomor 1, April 2018, 17-26.
Mahamod, Z. (2014). Inovasi P & P dalam Pendidikan Bahasa Melayu. Tanjong Malim, Perak, Malaysia: Universiti Pendidikan Sultan Idris.
McGowan, Victoria A. & Reichle, Erik D. (2018). The “Risky” Reading Strategy Revisited: New Simulations Using E-Z Reader. Quarterly Journal of Experimental Psychology 2018, Vol. 71(1), 179 –189.
McNeil, John D. dkk. (1980). How to Teach Reading Successfully. Boston: Little Brown and Company.
McQuillan, J. & Krashen, Stephen D. (2008). Commentary: Can Free Reading Take You All the Way? A Response to Cobb (2007). Language Learning & Technology, (12)1, 2008, 104–108.
Muhammad, Maryam. (2016). Pengaruh Motivasi dalam Pembelajaran. Lantanida Jurnal, Volume 4, Nomor 2, Juli, 87-97. DOI: http://dx.doi.org/10.22373/lj.v4i2.1881
Musahrain; Suryani, Nunuk; Suharno. (2018). Analisis Kemampuan Membaca Siswa Pada Pembelajaran Reading Comprehension. Teknodika. Jurnal Penelitian Teknologi Pendidikan, 16(2) 02 September 2018, 30-36.
Muslina. (2023). Peningkatan Keterampilan Membaca Paragraf Induktif melalui Teknik Tes Opsi Unik Menggunakan Pendekatan Konstruktivisme Media LKPD. Jurnal Pembelajaran Bahasa Dan Sastra, 2(3), 303–314. https://doi.org/10.55909/jpbs.v2i3.269
Nair, S. & Muthiah, M. (2005). Penggunaan Model Konstruktivisme Lima Fasa Needham dalam Pembelajaran Sejarah. Jurnal Pendidik dan Pendidikan, Volume 20, Nomor 2, 2005, 21-41.
Niklas Frank., Cohrssen Caroline., Tayler Collte (2016). The Sooner, the Better: Early Reading to Children. SAGE Open, October-December 2016, 1-11.
Nurdin, A, A., & Iskandar, S. (2022). Kemampuan Kepribadian Pemimpin Sekolah Masa Kini Dalam Motivasi Kinerja Guru. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 11 (2), 509-526. DOI: http://dx.doi.org/10.33578/jpfkip.v11i2.8879
Okyay, O. & Kandir, A. (2017). Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children. European Journal of Educational Research, Volume 6, Issue 3, 2017, 395 - 406.
Othman, I. & Salleh, Norila M. (2013). Pendekatan Konstruktivisme dalam Pengembangan Kurikulum: Kesannya ke Atas Penguasaan Kemahiran Proses Sains. Jurnal Pendidikan Sains & Matematika Malaysia, Vol. 3, No. 1, 2013, 60-71.
Parrott, Heather M. & Cherry, E. (2017). Using Structured Reading Groups to Facilitate Deep Learning. Sage: Teaching Sociology, Volume 39, Nomor 4. 2017, 354-370.
Piscioneri, M. & Hlavac, J. (2018). The Minimalist Reading Model: Rethinking Reading Lists in Arts and Education Subjects. Arts & Humanities in Higher Education Volume 12, Nomor 4, 2018, 424–445.
Podis, Leanard A. & Podis, Joanne M. (1984). Writing: Invention, Form, and Style. Glenview, Illinois: Scott, Foresman and Company.
Poletti, A. dkk. (2016). The Affects of Not Reading: Hating Characters, Being Bored, Feeling Stupid. Arts & Humanities in Higher Education 2016, Vol. 15(2) 231–247.
Razak, A. 2018. Statistika: Pengolahan Data Sosial Sistem Manual. Pekanbaru: Autografika.
Razak, A. 2015. Membaca Pemahaman: Aplikasi dan Teori Pengajaran. Pekanbaru: UR Press.
Rospiati, R. (2022). Pengaruh Motivasi Kerja dan Supervisi Kepala Sekolah terhadap Manajemen Pembelajaran Guru SMP Negeri. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 11 (2), 547-557. DOI: http://dx.doi.org/10.33578/jpfkip.v11i2.8649.
Sardiman AM. (2007). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada.
Sa’adah. (2023). Peningkatan Keterampilan Membaca Paragraf Berbasis Matematika melalui Teknik Tes Pilihan Ganda Menggunakan Media Alternatif. Jurnal Pembelajaran Bahasa dan Sastra, 2(2), 213–222. https://doi.org/10.55909/jpbs.v2i2.248
Setiawan, N. (2007). "Penentuan Ukuran Sampel Memakai Rumus Slavin dan Tabel Krejcie-Morgan: Telaah Konsep dan Aplikasinya'. Makalah: Diskusi Ilmiah. Jurusan Sosial Ekonomi Fakultas Peternakan Unpad, Kamis 22 November 2007.
Sinamo, Jansen H. (2003). Ethos21: Etos Kerja Profesional di Era Digital Global. Jakarta: Mahardika.
Suharjo, Bambang. (2013). Statistika Terapan: Disertai Contoh Aplikasi dengan SPSS. Yogyakarta: Graha Ilmu.
Sutardi & Sugiharsono. (2016). Pengaruh Kompetensi Guru, Motivasi Belajar dan Lingkungan Keluarga terhadap Hasil Belajar Mata Pelajaran Ekonomi, Harmoni Sosial: Jurnal Pendidikan IPS, 3(2), 188-198. DOI: https://doi.org/10.21831/hsjpi.v3i2.8400
Tampubolon, D.P. (1987). Kemampuan Membaca: Teknik Membaca Efektif dan Efisien. Bandung: Angkasa.
Tierney, J. E. (2005). Reading Strategies and Practices (6th ed.). Boston, MA: Pearson Education, Inc.
Walqui, Aida. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. The Internet Journal of Bilingual Education and Bilingualism. Vol. 9, No. 2, 159-181.
Wardoyo, Sigit M. (2013). Pembelajaran Konstruktivisme: Teori dan Aplikasi Pembelajaran dalam Pembentukan Karakter. Bandung: Alfabeta.
Waseso, Hendri P. (2018). Kurikulum 2013 dalam Perspektif Teori Pembelajaran Konstruktivis. TA’LIM: Jurnal Studi Pendidikan Islam, Volume 1, Nomor 1, Januari 2018, 59-72.
Yamin, Muhammad & Faridah. (2023). Peningkatan Keterampilan Menemukan Pokok Pikiran Paragraf Profetik melalui Pendekatan Konstruktivisme Menggunakan LKPD. Pembahas: Jurnal Pembelajaran Bahasa dan Sastra, Volume 2, Nomor 2, Maret 2023, 203-212. DOI: https://doi.org/10.55909/jpbs.v2i2.251.
Yang, W., Dai, W.,& Gao, L. (2012). Intensive Reading and Necessity to Integrate Learning Strategies. English Language and Literature, 2(1), pp. 55-63. http://dx.doi.org/10.5539/ells.v2n1p112
Zakaria, Zuraimi; Care, Esther; & Griffin, Patrick. (2016). Scaffolding Instruction Where It Matters: Teachers' Shift from Deficit Approach to Developmental Model of Learning, Journal of Education and Practice, Volume 7, No. 23, 2016,144-152.
