The Relationship between Short Story Reading Intensity and Elementary School Students' Reading Skills
Main Article Content
Keywords
Reading Intensity, Reading Skills, Short Stories
Abstract
A person's low interest in reading can result in a lack of information which causes knowledge to be less developed. This research aims to determine the intensity of short story reading and students' reading skills as well as the relationship between these two variables in class II students at 017 Public Elementary School Tanjungpinang Timur, Kepulauan Riau. Researchers use quantitative correlational research. The population used was 76 students in classes III/b and III/c with a sample of 64 students. The sampling technique uses a purposive sampling technique. The instruments used in data collection were performance and questionnaires. The data analysis technique used in this research is hypothesis testing using the Spearman rank correlation formula. The research results showed that the intensity of reading short stories was in the medium category, 43 students or around 64% of 64 students; the students' reading skills were in the medium category; and 38 students or around 59% of 64 students. Based on hypothesis test calculations using SPSS 25 software, a sig value was obtained. 0.000 < 0.05, then there is a correlation between variables so that H1 is accepted while H0 is rejected, thus indicating that there is a positive relationship between the intensity of reading short stories and students' reading skills. Schools are expected to empower students' reading skills through the habit of increasing reading intensity
References
Aulia, K., & Mastoah, I. (2019). Kemampuan membaca pada siswa kelas 3 di MI al-hidayah gorda (studi kasus kesulitan membaca). Ibtida’i, 6(2), 1–18. https://doi.org/https://doi.org/10.32678/ibtidai.v6i02.2501
Depdiknas. (2007). Pedoman pengembangan fisik/motorik di taman kanak-kanak. Jakarta.
Friantary, H. (2019). Budaya membaca sebagai upaya peningkatan kualitas hidup masyarakat. Disastra: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(1). https://doi.org/http://dx.doi.org/10.29300/disastra.v1i1.1485
Hapsari, A. P. (2019). Identifikasi faktor-faktor penyebab kesulitan membaca siswa kelas III. Jurnal Pendidikan Guru Sekolah Dasar, 8(17), 1-631. https://journal.student.uny.ac.id/index.php/pgsd/article/view/15301
Kemendikbud. (2017). Materi pendukung literasi baca tulis. Jakarta: Dirjen Dikdasmen Kemendikbud.
Muhaimin, M. R., Ni’mah, N. U., & Listryanto, D. P. (2023). Peranana media pembelajaran komik terhadap kemampuan siswa sekolah dasar. Jurnal Pendidikan Dasar Flobamorata, 4(1), 399–405. https://doi.org/https://doi.org/10.51494/jpdf.v4i1.814
Musthofa, F. (2005). Agar anak anda gemar membaca. Jakarta: Hikmah.
Oktariani, & Ekadiansyah, E. (2020). Peran literasi dalam pengembangan kemampuan berpikir kritis. Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan, 1(1), 23–33. https://doi.org/https://doi.org/10.51849/j-p3k.v1i1.11
Rahim, F. (2008). Pengajaran membaca di sekolah dasar. Jakarta: PT Bumi Aksara.
Rusmono, & Alghozali, M. I. (2019). Pengaruh media cerita bergambar dan literasi membaca terhadap hasil belajar siswa sekolah dasar. JTP - Jurnal Teknologi Pendidikan, 21(3), 269–282. https://doi.org/10.21009/jtp.v21i3.13386
Saputri, R., Nisa, F., & Munawaroh. (2021). Upaya meningkatkan minat baca siswa melalui kelas literasi di sekolah dasar islam. Jenius: Journal of Education Policy and Elementary Education Issues, 2(2), 108–116. https://doi.org/https://doi.org/10.22515/jenius.v2i2.4438
Silvia, S., Pebriana, P. H., & Sumianto. (2021). Penerapan metode silaba untuk meningkatkan keterampilan membaca permulaan siswa sekolah dasar. Jurnal Pendidikan Dan Konseling, 3(1), 7–12. https://doi.org/https://doi.org/10.31004/jpdk.v3i1.1336
Slamet. (2008). Dasar-dasar pembelajaran bahasa dan sastra indonesia di sekolah dasar. Surakarta: UNS Press.
Solihin, L. (2019). Indeks aktivitas literasi membaca 34 provinsi (L. Solihin, ed.). Jakarta: Pusat Penelitian Kebijakan Pendidikan dan Kebudayaan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan dan Kebudayaan.
Sudrajat, A. K., Andriningrum, H., Supartinah, S., & Anggrella, D. P. (2023). Accelerating pre-service elementary school teacher students’ problem-solving skills through online case study discussion. International Journal of Innovation and Learning, 34(4), 398–413. https://doi.org/10.1504/IJIL.2023.134749
Sudrajat, A. K., Sari, D. A. W., & Anggrella, D. P. (2023). Hubungan antara faktor eksternal dan internal selama pembelajaran daring pada siswa sekolah menengah. SAP (Susunan Artikel Pendidikan), 8(1), 121. https://doi.org/10.30998/sap.v8i1.17089
Susanti, E. (2022). Korelasi antara kemampuan literasi membaca pemahaman terhadap kemampuan berpikir kreatif matematis siswa kelas V SD. Journal of Elementary Education, 5(3), 574–578. https://doi.org/https://doi.org/10.22460/collase.v5i3.10872
Susanto. (2015). Teori belajar dan pembelajaran disekolah dasar. Jakarta: Prenada Media
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with JENIUS: journal of education policy and elementary education issues agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License