Penerapan Strategi DRTA untuk Meningkatkan Keterampilan Membaca Intensif Siswa Kelas IV SDN 1 Sedayu Bantul

Abstract

Abstrak Penelitian ini bertujuan untuk: 1) meningkatkan proses pembelajaran membaca intensif dan 2) meningkatkan keterampilan membaca intensif siswa kelas IV SD N 1 Sedayu melalui penerapan strategi Directed Reading Thinking Activity (DRTA). Jenis penelitian ini adalah Penelitian Tindakan Kelas kolaborasi. Subjek penelitian adalah siswa kelas IV SD N 1 Sedayu berjumlah 28 siswa. Desain penelitian model Kemmis & Mc Taggart terdiri dari 3 tahap yaitu: perencanaan, pelaksanaan dan observasi, serta refleksi. Teknik pengumpulan data menggunakan: tes, observasi, dan dokumentasi. Teknik analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa strategi Directed Reading Thinking Activity (DRTA) dapat meningkatkan proses pembelajaran dan keterampilan membaca intensif siswa kelas IV SD Negeri 1 Sedayu. Peningkatan proses terlihat siswa lebih aktif menjawab pertanyaan guru. Peningkatan rata-rata nilai keterampilan membaca intensif pada siklus I sebesar 12,89, yang kondisi awal 54,57 meningkat menjadi 67,46, dan peningkatan pada siklus II sebesar 22,29, yang kondisi awal 54,57 meningkat menjadi 76,86.
Kata kunci: strategi DRTA, keterampilan membaca intensif

Abstract
This research aims to: 1) improve learning process of intensive reading 2) improve intensive reading skill of student grade IV Sedayu 1 State Elementary School through implementation of Directed Reading Thinking Activity (DRTA) strategy. This research type was the collaboration Class Action Research. The research subjects were 28 students of grade IV Sedayu 1 State Elementary School. The research design of Kemmis & Mc Taggart consist of three steps: planning, implementation and observation, and reflection.. The data collecting used test, observation, and documentation. The strategy Directed Reading Thinking Activity (DRTA) analyzing used descriptive statistics. The research result shows that strategy Directed Reading Thinking Activity (DRTA) can improve learning intensive reading skill and learning process of students grade IV Sedayu 1 State Elementary School. The process Improvitation is seen when students be active in answering question from teacher. The value average increasing of intensive reading skill at cycle I were 12,89, the first condition were 54,57 increase to be 67,46, and at cycle II were 22,29, the first condition were 54,57 increase to be 76,86.
keywords: DRTA strategy, intensive reading skills