PEMBELAJARAN MEMBACA TERBIMBING DENGAN TEKNIK DIRECTED READING THINKING ACTIVITIES DI SEKOLAH DASAR

Abstract

Abstract: Teaching Guided Reading based on Directed Reading Thinking Activities at the Elemen­tary Schools. This  study is aimed at describing the elementary school teachers knowledge about guided reading thinking model by the Directed Reading Thinking Activities, the learning need analysis and the elementary school teacher perception on DRTA technique. The subject of the research is the teachers teaching the reading comprehension in class V in the elementary school. Data collected by using questionnaire, interview, and observation. The descriptive design is done by validating, identifying, classifying data. Data are analyzed by computing the percentage. The result of the study points out that reading comprehension in the elementary school in Blitar can be developed through DRTA model. Yet, the development of the DRTA model is much dependent on the teacher's creativity. Furthermore, this model can be packaged so that it can increase the students' critical power towards the content of the texs.

Abstrak: Pembelajaran Membaca Terbimbing dengan Teknik Directed Reading Thinking Activities di Sekolah Dasar. Penelitian ini bertujuan mendeskripsikan (1) persepsi guru tentang perlunya pembe­lajaran membaca terbimbing, (2) kebutuhan pembelajaran, dan (3) persepsi guru tentang model rancangan pembelajaran membaca terbimbing dengan teknik DRTA di SD. Subjek penelitian adalah guru bahasa Indonesia di kelas V SD. Data diambil dengan menggunakan instrumen angket yang dilengkapi pedoman wawancara dan observasi. Data dianalisis dengan rancangan deskriptif melalui pengecekan keabsahan data, pengklasifikasian data, dan analisis data. Hasil penelitian membuktikan bahwa sebagian besar guru menanggapi positif bahwa pembelajaran membaca pemahaman di SD yang semula dilaksanakan secara terpisah dengan aspek keterampilan berbahasa lainnya, dapat dikembangkan dengan model pembelajaran membaca terbimbing dengan teknik DRTA.