Awaliyah Dahlani, 2016
PENGARUH STRATEGI RAP (READ – ASK – PARAPHRASE) DAN STRATEGI KWL (KNOW – WANT TO KNOW – LEARNED) TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR KELAS IV
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Pengaruh Strategi RAP (Read – Ask – Paraphrase) dan Strategi KWL (Know – Want To Know – Learned)
terhadap Kemampuan Membaca Pemahaman Siswa Sekolah Dasar Kelas IV
Awaliyah Dahlani NIM 1402751
ABSTRAK
Penelitian ini bertujuan untuk mengkaji, membandingkan dan mendeskripsikan kemampuan membaca pemahaman siswa yang memperoleh pembelajaran membaca dengan menggunakan strategi RAP (Read – Ask – Paraphrase) dan siswa yang memperoleh pembelajaran membaca dengan menggunakan strategi KWL (Know – Want to know – Learned). Subjek pada penelitian ini adalah siswa kelas IV di SDN Cirayun Kabupaten Sumedang yang berjumlah 49 orang. Metode yang digunakan adalah kuasi eksperimen dengan desain prates – pascates dua perlakuan (the pretest – posttest two treatment design). Teknik pengambilan sampel yaitu dengan teknik sampling jenuh dimana semua populasi dijadikan sampel. Instrumen yang digunakan berupa prates, pascates, dan lembar observasi. Pengolahan data ini menggunakan softwareSPSS 20 dan
Microsoft Excel 2007. Hasil penelitian yang diperoleh adalah: (1) Penerapan Strategi RAP (Read – Ask – Paraphrase) dalam pembelajaran membaca dapat meningkatkan kemampuan membaca pemahaman siswa, (2) Penerapan Strategi KWL (Know – Want to know – Learned) dalam pembelajaran membaca dapat meningkatkan kemampuan membaca pemahaman siswa, (3) Terdapat perbedaan peningkatan kemampuan membaca pemahaman antara siswa yang mendapatkan pembelajaran membaca menggunakan strategi KWL dan siswa yang mendapatkan pembelajaran membaca menggunakan strategi RAP. Peningkatan kemampuan membaca pemahaman siswa yang mendapatkan pembelajaran membaca menggunakan strategi KWL lebih tinggi daripada siswa yang mendapatkan pembelajaran membaca dengan menggunakan strategi RAP.
Awaliyah Dahlani, 2016
PENGARUH STRATEGI RAP (READ – ASK – PARAPHRASE) DAN STRATEGI KWL (KNOW – WANT TO KNOW – LEARNED) TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR KELAS IV
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu The Effect of RAP (Read – Ask – Paraphrase) Strategy and KWL (Know – Want to Know – Learned) Strategy on the ���Elementary School Students’ Reading Comprehension Skill
Awaliyah Dahlani NIM 1402751
ABSTRACT
This study was aimed to explore, compare and describe students’ reading comprehension
skill who were taught reading by using RAP (Read – Ask – Paraphrase) strategy and those who were taught the same material by using KWL (Know – Want to know – Learned) strategy. As the subject of this study were students of grade 4 SDN Cirayun the regency of Sumedang consisted of 49 students. Reserach method use was quasi experiment with pretest – posttest two treatment design. Design sampling technique used was total sample which all the population became sample. The instrument used were pretest, posttest, and observation paper. Data were calculated by using software SPSS 20 and Microsoft Excel 2007. The result of this study were: 1) the application of RAP reading strategy in reading isntruction increased students’ reading comprehension skill. 2)
the application of KWL reading strategy in reading instruction increased students’
reading comprehension skill, 3) there was a difference in students’ reading comprehension skill between students who got reading instruction by using RAP reading strategy from those who got the same material by using KWL reading strategy. The
increasing of students’ reading comprehension skill who got reading instruction by using
KWL reading strategy was higher than those who got the same material by using RAP reading strategy.
Awaliyah Dahlani, 2016
PENGARUH STRATEGI RAP (READ – ASK – PARAPHRASE) DAN STRATEGI KWL (KNOW – WANT TO KNOW – LEARNED) TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA SEKOLAH DASAR KELAS IV
