PANDANGAN GURU TENTANG PEMBELAJARAN MEMBACA UNTUK ANAK USIA DINI
TESIS
diajukan untuk memenuhi sebagian syarat untuk memperoleh gelar Magister Pendidikan Anak Usia Dini
oleh
NUR DINI FAUZIAH NIM 1707778
PROGRAM STUDI PENDIDIKAN ANAK USIA DINI SEKOLAH PASCASARJANA
UNIVERSITAS PENDIDIKAN INDONESIA 2019
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PANDANGAN GURU TENTANG
PEMBELAJARAN MEMBACA UNTUK ANAK USIA DINI
Oleh Nur Dini Fauziah 1707778
Tesis ini diajukan untuk memenuhi sebagian syarat memperoleh gelar Magister Pendidikan pada Program Studi Pendidikan Anak Usia Dini
Sekolah Pascasarjana
© Nur Dini Fauziah 2019 Universitas Pendidikan Indonesia
Agustus 2019
Hak Cipta dilindungi Undang-Undang.
Tesis ini tidak boleh diperbanyak seluruhya atau sebagian
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
PANDANGAN GURU TENTANG
PEMBELAJARAN MEMBACA UNTUK ANAK USIA DINI
Oleh Nur Dini Fauziah
1707778
Abstrak
Topik penelitian difokuskan pada analisis pandangan guru tentang pembelajaran membaca untuk anak usia dini karena selama ini terdapat pro dan kontra. Di satu sisi, kemampuan membaca anak sejak dini diakui. Di sisi lain, adanya kekhawatiran akibat pembelajaran membaca yang terlalu dini. Penelitian yang sudah ada lebih banyak difokuskan pada penggunaan media pembelajaran, akan tetapi tidak banyak yang melibatkan suara dari para guru. Peneliti mencoba untuk membahas permasalahan dalam penelitian ini menggunakan Teori Sosiokultural. Metode yang digunakan adalah kualitatif khususnya studi kasus dengan melibatkan 5 orang guru di Kabupaten Tasikmalaya. Data diambil dengan wawancara semi terstruktur.
Analisis data menggunakan grounded theory yang mencakup initial coding dan focused coding. Hasil penelitian menunjukkan bahwa para guru berpandangan pembelajaran membaca di PAUD masih berorientasi akademik, tetapi guru meyakini bahwa pembelajaran membaca dapat diintegrasikan melalui alat dan kegiatan seperti membaca interaktif (interaktif reading) dan menulis interaktif (interaktif writing). Di samping itu, adanya beberapa faktor yang mempengaruhi guru dalam proses pembelajaran membaca didasari oleh hakikat anak dan harapan terhadap anak. Selain itu, scaffolding dari guru yang meliputi respon verbal dan non verbal adalah bentuk untuk mengenali dan menggali kemampuan membaca anak.
Serta terdapat beberapa hambatan dalam proses pembelajaran seperti kurangnya media pembelajaran dan pengetahuan guru tentang literasi anak serta aspek socioeconomic. Dari kesimpulan tersebut, terdapat beberapa rekomendasi, antara lain: adanya kebutuhan guru untuk memperdalam pengetahuan tentang literasi anak agar lebih optimal dalam melaksanakan pembelajaran membaca untuk anak usia dini .
Kata kunci: pembelajaran membaca, pandangan guru, anak usia dini
TEACHER'S VIEWS ON THE LEARNING OF READING FOR EARLY CHILDHOOD STUDENTS
Nur Dini Fauziah 1707778
Abstract
The study aims to analyze teachers’ views on the learning of reading for early childhood students. Up to now, there are debates over the issue between the pros and the cons. On the one hand, children’s ability to read since an early age is recognized. On the other hand, there are concerns because it is seen as too early.
Previous studies are focused mostly on the use of instructional media. However, most of them does not involves the teachers significantly. The study employed the sociocultural theory. The method of the study is qualitative. It is a case study involving five teachers in Tasikmalaya Regency. The data was collected by a semi- structured interview. The data analysis utilized grounded theory, which includes initial coding and focused coding. The results showed that teachers’ views on the learning of reading for early childhood students were still academically oriented.
However, the teachers believed that it could be integrated into tools and activities, such as interactive reading and writing. In addition, several factors influenced teachers in the process of learning based on the nature and expectations of children.
In addition, teachers’scaffolding included verbal and non-verbal responses. They were formed to recognize and to explore children’s reading abilities. There were also several obstacles in the learning process such as the lack of learning media and the teachers’ knowledge about children’s literacy and socioeconomic aspects.
Based on these conclusions, there were a number of recommendations. It included the need of teachers to deepen knowledge about children’s literacy to be more optimal in the implementation of the learning of reading for early childhood students.
Keywords: learning ofreading, teacher's views, early childhood
DAFTAR ISI
LEMBAR PENGESAHAN TESIS ... ii
PERNYATAAN KEASLIAN TESIS ... iii
UCAPAN TERIMA KASIH ... iv
ABSTRAK ... vi
ABSTRACT ... vii
DAFTAR ISI ... viii
DAFTAR TABEL ... x
DAFTAR LAMPIRAN ... xi
BAB I PENDAHULUAN 1.1. Latar Belakang Penelitian ... 1
1.2. Rumusan Masalah Penelitian ... 5
1.3. Tujuan Penelitian ... 5
1.4. Manfaat Penelitian ... 5
1.5. Struktur Organisasi Tesis ... 6
BAB II TINJAUAN PUSTAKA 2.1. Pembelajaran Membaca Untuk Anak Usia Dini ... 8
2.2. Aktivitas Guru dalam Proses Pembelajaran Membaca Untuk Anak Usia Dini ... 10
2.2.1 Pembicaraan guru yang kaya ... 10
2.2.2 Pembacaan cerita atau buku cerita ... 11
2.2.3 Kegiatan Penumbuhan Kesadaran Phonology ... 13
2.2.4 Kegiatan Alphabet ... 14
2.2.5 Mendukung terhadap Kemunculan Membaca ... 15
2.2.6 Mendukung terhadap Kemunculan Menulis ... 15
2.2.7 Berbagi Pengalaman Buku ... 16
2.2.8 Kegiatan Terpadu dan Fokus Konten ... 18
2.3. Teori Sosiokultural... 20
2.3.1 Zone of Proximal Development (ZPD) ... 20
2.3.2 Scaffolding ... 21 2.4. Peran Guru dalam Pembelajaran Membaca menurut
Pandangan Sosiokultural ... 22
BAB III METODE PENELITIAN 3.1. Metode dan Desain Penelitian ... 24
3.2. Lokasi, Waktu dan Partisipasi Penelitian ... 25
3.3. Pengumpulan Data ... 26
3.4. Analisis Data ... 27
3.5. Validitas dan Reliabilitas ... 30
3.6. Isu Etik Penelitian ... 31
BAB IV TEMUAN DAN PEMBAHASAN 4.1. Pandangan Guru tentang Pembelajaran Membaca Untuk Anak Usia Dini ... 32
4.2. Pandangan Guru tentang Faktor-faktor yang Mempengaruhi Pembelajaran Membaca Untuk Anak Usia Dini ... 41
4.3. Pandangan Guru tentang Strategi dalam Melakukan Pembelajaran Membaca Untuk Anak Usia Dini ... 43
4.4. Pandangan Guru tentang Hambatan dalam Pembelajaran Membaca Untuk Anak Usia Dini ... 47
BAB V SIMPULAN DAN REKOMENDASI 5.1. Simpulan ... 51
5.2. Rekomendasi ... 52
DAFTAR PUSTAKA ... 54
LAMPIRAN-LAMPIRAN ... 64
DAFTAR TABEL
3.1 Tabel Contoh Initial Coding ... 28 3.2 Tabel Daftar Kode ... 28 3.3 Tabel Contoh Focus Coding ... 29
DAFTAR LAMPIRAN
Lampiran 1. Daftar Kode ... 64 Lampiran 2. Keterkaitan Tema ... 65 Lampiran 3. Transkip Wawancara ... 66
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