Disertasi

Pengaruh volunatry reading dengan comprehension scaffolding terhadap pemahaman bacaan ditinjau dari self regulated learning yang berbeda (The effect of voluntary reading with comprehension scaffolding on EFL students\' reading comprehension across different self-regulated learning) / Agus Sholeh

Abstrak
ABSTRAK Sholeh Agus 2019. Pengaruh Voluntary Reading dengan Comprehension Scaffolding terhadap Pemahaman Bacaan ditinjau dari Self-regulated Learning yang berbeda. Disertasi Program Studi Teknologi Pendidikan (S3) Fakultas Ilmu Pendidikan Universitas Negeri Malang. Pembimbing (I). Prof. Dr. Punaji Setyosari M.Pd (2). Prof. Bambang Yudi Cayono Ph.D. (3). Dr. Sulthoni M.Pd Kata Kunci Voluntary reading comprehension scaffolding pemahaman bacaan self-regulated learning. Penelitian ini mengkaji pengaruh strategi pembelajaran voluntary reading dengan comprehension scaffolding (VR CS) terhadap terhadap hasil belajar literal dan inferential comprehension ditinjau dari self-regulated learning yang berbeda. Ini dilakukan karena kondisi kebiasaan dan kemandirian membaca yang masih kurang dikalangan mahasiswa ditempat penelitian ini dilakukan. Comprehension scaffolding yang diimplementasikan dalam bentuk self-checking comprehension scaffolding (SCCS) dibuat berdasarkan tahapan comprehension scaffolding pre reading during reading dan post reading. Penelitian ini menggunakan jenis penelitian quasi experiment dengan desain non-randomized pretest posttest control group design. Subyek penelitian ini adalah mahasiswa Pendidikan Bahasa Inggris yang menempuh matakuliah interpretative reading. Kuesioner SRL disusun berdasarkan phase Zimmerman (2008) untuk mengukur tinggi rendah SRL. Tes objective untuk mengukur reading comprehension test dikembangkan berdasarkan kurikulum dan silabus matakuliah literal dan interpretative reading. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa VR CS berpengaruh secara signifikan terhadap masahasiswa yang mempunyai SRL tinggi karena a) ada perbedaan hasil belajar literal comprehension yang belajar dengan strategi VR CS dari mahasiswa yang belajar dengan strategi VR-CS. b) ada perbedaan hasil belajar literal comprehension mahasiswa yang mempunyai SRL tinggi yang belajar dengan VR CS daripada yang belajar dengan VR-CS. Begitu juga dengan mahasiswa yang mempunyai pemahaman SRL rendah ketika yang belajar dengan strategi VR CS hasil belajarnya berbeda daripada yang belajar dengan strategi VR-CS. c) Ada interaksi antara pembelajaran VR CS dan VR-CS dengan tingkat SRL mahasiswa terhadap literal comprehension d) ada perbedaan hasil belajar inferential comprehension yang belajar dengan strategi VR CS dari pada mahasiswa yang belajar dengan strategi VR-CS e) ada perbedaan hasil belajar inferential comprehension yang mempunyai SRL tinggi yang belajar dengan strategi VR CS daripada yang belajar dengan strategi VR-CS. Begitu pula hasil belajar inferential comprehension mahasiswa yang mempunyai pemahaman SRL rendah yang belajar dengan VR CS juga berbeda daripada yang belajar dengan strategi VR-CS dan f) Ada interaksi antara strategi pembelajaran VR CS dan VR-CS dengan tingkat SRL mahasiswa terhadap hasil belajar inferensial comprehension. ABSTRCT Sholeh Agus 2019. The effect of voluntary reading with comprehension scaffolding on EFL students reading comprehension across different self-regulated learning. Dissertation Study Program of Instructional Technology. Advisors (1) Prof. Dr. Punaji Setyosari M.Pd (2) Prof. Bambang Yudi Cayono Ph.D. (3). Dr. Sulthoni M.Pd Key Words Voluntary reading comprehension scaffolding reading comprehension self-regulated learning. This study examines the effect of voluntary reading with comprehension scaffolding (VR CS) on reading comprehension across different self-regulated learning. This study was done because of students low reading habit or independence. This study applies quasi experiment research with non-random group samples with pre-tests and post-tests non-randomized pretest posttest control group design. Scaffolding comprehension developed in this study is implemented in the form of self-checking comprehension scaffolding (SCCS) where each stage contains questions that help students to check their own understanding the reading text based on the comprehension scaffolding stage pre reading during reading and post reading. The subjects of this study were English language education students who took the interpretative reading course. Based on the study design two groups were established the first group was students who received learning with VR CS and one other group received VR-CS. To measure the low or height of SRL the researcher developed the SRL questionnaire based on the Zimmerman (2008) phase. While the instrument for assessing reading comprehension is in the form of objective tests with 4 answer choices developed by researchers based on the curriculum and syllabus in Literal and Interpretative reading subjects. Based on the results of research and discussion it can be concluded that a) literal comprehension learning outcomes who learn with the VR CS strategy are different from students who study with the VR-CS strategy. b) Literal comprehension learning outcomes of students who have high SRL who study with VR CS are different than those who study with VR-CS. Likewise students who have a low SRL understanding when learning with the VR CS strategy have different learning outcomes than those who study with the VR-CS strategy. c) There is an interaction between learning VR CS and VR-CS with the SRL level of students towards literal comprehension d) the learning outcome of inferential comprehension that learns with the VR CS strategy is different from students who study with the VR-CS strategy e) Inferential comprehension learning outcomes that have high SRL learning with VR CS strategies are different than those learning with VR-CS strategies. Similarly inferential comprehension learning outcomes of students who have a low SRL understanding who learn with VR CS are also different than those who study with VR-CS strategies and f) There is an interaction between learning VR CS and VR-CS with the SRL level of students towards inferential comprehension.

Informasi Detail

DDC

Rd 371.30281 SHO p

Prodi

Universitas Negeri Malang. Program Studi Teknologi Pendidikan, 2019.

Deskripsi Fisik

xvii, 219 lembar: ill., tab.; 30 cm

Bahasa

Indonesia

No Reg

05915/KI/19

Edisi

Disertasi (Pascasarjana)--Universitas Negeri Malang. 2019

Subjek

1. MEMBACA, PEMAHAMAN - MODEL PEMBELAJARAN
2. READING COMPREHENSION - LEARNING MODEL

Pembimbing

1. Punaji Setyosari; 2. Bambang Yudi Cahyono; 3. Sulthoni

Lampiran Berkas