Pengaruh Sustained Silent Reading Terhadap Motivasi Membaca, Pengetahuan Kosakata, dan Pemahaman Membaca Teks Bahasa Inggris Siswa Kelas 1E Sekolah Dasar Swasta X di Jakarta Barat [Effect of Sustained Silent Reading to Reading Motivation, Vocabulary Knowledge, and Reading Comprehension of Elementary School X Grade 1 Students in West Jakarta]
DOI:
https://doi.org/10.19166/jtp.v2i2.6388Trefwoorden:
Sustained Silent Reading, SSR, reading motivation, vocabulary knowledge, reading comprehensionSamenvatting
Sustained Silent Reading (SSR) is a reading method with a purpose to increase enjoyment in reading. The enjoyment in reading will improve the reading skills which lead to increased reading motivation, vocabulary knowledge, and reading comprehension. This research was conducted to know the effect of SSR to grade 1 students’ reading motivation, vocabulary knowledge, and reading comprehension as young learners. The research design used a quantitative, pre-experimental one group pretest and posttest method. 24 students of 1E class of Elementary School X who received the SSR treatment are the subjects of this research. To collect the data, the researcher did a literature review and used instruments such as reading motivation questionnaire which is adapted from MRQ and RAI (Wigfield & Guthrie, 1997), vocabulary and reading comprehension tests. The data were analyzed using SPSS v. 21 software, with descriptive and inferential statistics (Paired Sample t-test and Wilcoxon Signed Ranks). After the treatments, there were increment in the students’ reading motivation (t = 4.881; Ï = 0.000), vocabulary knowledge (Z = -2.453; Ï = 0.014), and reading comprehension (Z = -3.539; Ï = 0.000). These analyses showed that the SSR method brought improvements to the students’ reading motivation, vocabulary knowledge, and reading comprehension.
Referenties
Antonacci, P., & Callaghan, C M. (2012). Promoting literacy development 50 research-based strategies for k-8 learners. Sage Publications.
Cambria, J, & Guthrie, J. T. (2010). Motivating and engaging students in reading. The NERA Journal, 46(1), 16-29.
Chow, P. H., & Chou, C. T. (2000). Evaluating sustained silent reading in reading class. The Internet TESL Journal, 4(11). http://iteslj.org/Articles/Chow-SSR.html
Clarke, P. J., Truelove, E., & Hulme, C. (2014). Developing reading comprehension. John Wiley & Sons.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Pearson Education.
Estacio, M. J. M. (2012). Dimensions of reading motivation among Filipino bilinguals. TESOL Journal, 7, 10-29. https://tesol-international-journal.com/wp-content/uploads/2013/11/V7_A2.pdf
Garan, E. M., & Devoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge. The Reading Teacher, 62(4), 336-44. https://doi.org/10.1598/RT.62.4.6
Gardiner, S. (2005). Building student literacy through sustained silent reading. Association for Supervision and Curriculum Development.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. L. Erlbaum Associates.
Hiebert, E. H., & Reutzel, D. R. (2010). Revisiting silent reading: New directions for teachers and researchers. International Reading Association.
Lefler, B. C. (2014). How Elementary Teachers Perceive and Implement Sustained Silent Reading [Master's thesis, The College at Brockport: State University of New York]. SUNY Open Access Repository. https://soar.suny.edu/handle/20.500.12648/5695
Linse, C. T., & Nunan, D. (2006). Practical English language teaching: Young learners (International ed.). McGraw-Hill.
Ma, Q., & Ching, H. S. (2015). Teaching young learners English vocabulary with reading-based exercises in a real classroom situation. Porta Linguarum, 23, 125-38. https://doi.org/10.30827/Digibug.53762Mabry, J. S. (2005). Accelerated reading: Silent sustained reading camouflaged in a computer program. School Library Media Research: Research Journal of the American Association of School Librarian, 8, 1-15.
Mertler, C. A. (2015). Introduction to educational research. SAGE Publications.
Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters.
Palupi, L. R. (2015). The effects of implicit versus explicit vocabulary instruction on grade two students’ vocabulary knowledge and reading comprehension [Master’s Thesis, Universitas Pelita Harapan].
Paulina, S. (2015). Pengaruh sustained silent reading terhadap motivasi dan keterampilan membaca teks berbahasa Indonesia siswa kelas 3D salah satu sekolah dasar swasta di Jakarta Barat [Master’s Thesis, Universitas Pelita Harapan].
Petersen, J. (2013). The effects of a sustained silent reading program (SSR) on long-term English learners’ map reading scores [Master's thesis, Hamline University]. Bush Memorial Library. https://digitalcommons.hamline.edu/hse_all/533/
Sanden, S. (2014). Out of the shadow of SSR: Real teachers’ classroom independent reading practices. Language Arts, 91(3), 161-75.
Santrock, J. W. (2011). Educational psychology (5th ed.). McGraw-Hill.
Santrock, J. W. (2014). Psikologi pendidikan (5th ed.). McGraw-Hill Education & Salemba Empat.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory. Pearson Education Inc.
Snow, C. E. (2002). Rereading for understanding: Toward a research and development program in reading comprehension. RAND Corporation.
Torres, K. (2010). Factors that influence students' motivation to read across grade levels [Master's thesis, School of Education St. John Fisher College]. Fisher Digital Publications. https://fisherpub.sjf.edu/education_ETD_masters/3/
Trehearne, M. P., & Healy, L. H. (2005). Comprehensive literacy resource for grades 1-2 teachers. ETA Cuisenaire.
Wallace, C. (1992). Reading. Oxford University Press.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432. https://doi.org/10.1037/0022-0663.89.3.420
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2007). Literacy: Reading, writing and children's literature (5th ed.). Oxford University Press.
You, Y. J. (2011). Factors in vocabulary acquisition through reading. INTESOL Journal, 8(1), 43-5.
##submission.downloads##
Gepubliceerd
Nummer
Sectie
Licentie
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) 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.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website). The final published PDF should be used and bibliographic details that credit the publication in this journal should be included.
