Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Eri Sarimanah, Figiati Indra Dewi, Roy Efendi, Dan Sulfikar Sallu

Judul : Metacognitive Strategy Preview, Question, Read, Reflect, Recite,and Review. (PQ4R) In increasing interest in BACA Blended Learning in Junior High School (SMP)

Abstrak :
Abstract:- Reading is one of the important language skills that junior high school students have in today's digital age. Information on the development of science and technology that flows profusely in digital forms, requires the growth of high reading interest from junior high school students. The high interest in reading is characterized by the enthusiasm of students in wanting to understand reading material in a literal, inferential evaluative, and appreciative manner. This study aims to improve the reading ability of junior high school students through the Preview, Question, Read, Reflect, Recite, Review (PQ4R) based on blended learning strategies. Blended learning technology combines face-to-face and online learning activities in the process of reading and understanding reading material. The methods in experiments using digital reading material was read using the PQ4R metacognitive strategy. The results of the study indicate that students carry out reading activities (self-planning) with Preview and Question stages. Then, the students conduct reading monitoring (self-monitoring) with the three stages; Read, Reflect, and Recite. Finally, the students evaluate the progress of reading (self-evaluation) by conducting a review. Thus, it can be concluded that the students interest in reading increases by applying the blended learning based PQ4R metacognitive strategy.

Index Terms: Metacognitive Strategy, PQ4R, Reading Interest, Blended Learning.

Tahun : 2019 Media Publikasi : Jurnal Internasional

Kategori : Jurnal No/Vol/Tahun : 5 / 8 / 2019

ISSN/ISBN : 2249-8958

PTN/S : Universitas Pakuan Program Studi : PENDIDIKAN BAHASA DAN SASTRA INDONESIA

Bibliography :

Djaber Nacer Bouhedjam, Importance of Reading Activity in Education. Research gate, 2017.

Guyonne Kalb, J.C.v.O., Reading to Young Children:- A Head-Start in Life? Discussion Paper No. 7416, 2013: p. 45.

Irwin Kirsch, J.d.J., Dominique Lafontaine, Joy McQueen, Juliette Mendelovits, Christian Monseur,READING FOR CHANGE-PERFORMANCE AND ENGAGEMENT ACROSS COUNTRIES.ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT, 2000.

Seidenberg, M.S., The Science of Reading and Its Educational Implications. Lang Learn Dev, 2013. 9(4): p. 331-360.

5. Anderson, N., K. PotoÄnik, and J. Zhou, Innovation and Creativity in Organizations. Journal of Management, 2014. 40(5): p. 1297-1333.

6. Avril Loveless, Literature Review in Creativity, New Technologies and Learning. Loveless, School of Education, University of Brighton 2006.

7. Daniel T. Willingham, The Usefulness of Brief Instruction in Reading Comprehension Strategies.AMERICAN EDUCATOR, 2006: p. 8.

8. Parlindungan Pardede, A Review on Reading Theories and its Implication to the Teaching of Reading. Presented in English Department Bimanthly, 2008.

9. Noguchi, T., et al., Characterizing the time-perspective of nations with search engine query data. PLoS One, 2014. 9(4): p. e95209.

10. Azizifar, A., et al., The Effect of Pre-reading Activities on the Reading Comprehension Performance of Ilami High School Students. Procedia - Social and Behavioral Sciences, 2015. 192: p. 188-194.

11. Kamalian, et al., The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners. The Journal of AsiaTEFL, 2017.14(1): p. 32-46.

12. Tunjala, P., Educational Research Review. Earli, 2011.6(2): p. 9.

13. Ainsworth, S., How do animations influence learning?Perspectives on Cognition, Learning, and Instruction: Recent Innovations in Educational Technology, 2008: p. 30.

14. Trisetia Wijijayanti, Y.A., Implementation of Direct Instruction Learning Method to Increase Student's Understanding and Learning Outcome for Company Budgeting Course. Research Gate,, 2016.

15. Dian Purnamasari, IMPLEMENTATION OF AUTHENTIC LEARNING MODEL IN SOCIAL LEARNING FOR DEPELOPMENT OF STUDENT’SSOCIAL SKILLS. 2-017: p. 7.

16. Shihab, I.A., Reading as Critical Thinking. Asian Social Science, 2011. 7(8).

17. Salmerón, L., et al., Chapter 4. Comprehension processes in digital reading. 2018. 17: p. 91-120.

18. Tift County Schools, Blended Learning – Instructional Technology. The Tift County School System, 2004.

URL : https://www.ijeat.org/wp-content/uploads/papers/v8i5C/E10480585C19.pdf

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Detail Karya Ilmiah Dosen

Eri Sarimanah, Figiati Indra Dewi, Roy Efendi, Dan Sulfikar Sallu

Judul	:	Metacognitive Strategy Preview, Question, Read, Reflect, Recite,and Review. (PQ4R) In increasing interest in BACA Blended Learning in Junior High School (SMP)
Abstrak	:	Abstract:- Reading is one of the important language skills that junior high school students have in today's digital age. Information on the development of science and technology that flows profusely in digital forms, requires the growth of high reading interest from junior high school students. The high interest in reading is characterized by the enthusiasm of students in wanting to understand reading material in a literal, inferential evaluative, and appreciative manner. This study aims to improve the reading ability of junior high school students through the Preview, Question, Read, Reflect, Recite, Review (PQ4R) based on blended learning strategies. Blended learning technology combines face-to-face and online learning activities in the process of reading and understanding reading material. The methods in experiments using digital reading material was read using the PQ4R metacognitive strategy. The results of the study indicate that students carry out reading activities (self-planning) with Preview and Question stages. Then, the students conduct reading monitoring (self-monitoring) with the three stages; Read, Reflect, and Recite. Finally, the students evaluate the progress of reading (self-evaluation) by conducting a review. Thus, it can be concluded that the students interest in reading increases by applying the blended learning based PQ4R metacognitive strategy. Index Terms: Metacognitive Strategy, PQ4R, Reading Interest, Blended Learning.
Tahun	:	2019	Media Publikasi	:	Jurnal Internasional
Kategori	:	Jurnal	No/Vol/Tahun	:	5 / 8 / 2019
ISSN/ISBN	:	2249-8958
PTN/S	:	Universitas Pakuan	Program Studi	:	PENDIDIKAN BAHASA DAN SASTRA INDONESIA
Bibliography	:	Djaber Nacer Bouhedjam, Importance of Reading Activity in Education. Research gate, 2017. Guyonne Kalb, J.C.v.O., Reading to Young Children:- A Head-Start in Life? Discussion Paper No. 7416, 2013: p. 45. Irwin Kirsch, J.d.J., Dominique Lafontaine, Joy McQueen, Juliette Mendelovits, Christian Monseur,READING FOR CHANGE-PERFORMANCE AND ENGAGEMENT ACROSS COUNTRIES.ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT, 2000. Seidenberg, M.S., The Science of Reading and Its Educational Implications. Lang Learn Dev, 2013. 9(4): p. 331-360. 5. Anderson, N., K. PotoÄnik, and J. Zhou, Innovation and Creativity in Organizations. Journal of Management, 2014. 40(5): p. 1297-1333. 6. Avril Loveless, Literature Review in Creativity, New Technologies and Learning. Loveless, School of Education, University of Brighton 2006. 7. Daniel T. Willingham, The Usefulness of Brief Instruction in Reading Comprehension Strategies.AMERICAN EDUCATOR, 2006: p. 8. 8. Parlindungan Pardede, A Review on Reading Theories and its Implication to the Teaching of Reading. Presented in English Department Bimanthly, 2008. 9. Noguchi, T., et al., Characterizing the time-perspective of nations with search engine query data. PLoS One, 2014. 9(4): p. e95209. 10. Azizifar, A., et al., The Effect of Pre-reading Activities on the Reading Comprehension Performance of Ilami High School Students. Procedia - Social and Behavioral Sciences, 2015. 192: p. 188-194. 11. Kamalian, et al., The Effect of Task-based Reading Activities on Vocabulary Learning and Retention of Iranian EFL Learners. The Journal of AsiaTEFL, 2017.14(1): p. 32-46. 12. Tunjala, P., Educational Research Review. Earli, 2011.6(2): p. 9. 13. Ainsworth, S., How do animations influence learning?Perspectives on Cognition, Learning, and Instruction: Recent Innovations in Educational Technology, 2008: p. 30. 14. Trisetia Wijijayanti, Y.A., Implementation of Direct Instruction Learning Method to Increase Student's Understanding and Learning Outcome for Company Budgeting Course. Research Gate,, 2016. 15. Dian Purnamasari, IMPLEMENTATION OF AUTHENTIC LEARNING MODEL IN SOCIAL LEARNING FOR DEPELOPMENT OF STUDENT’SSOCIAL SKILLS. 2-017: p. 7. 16. Shihab, I.A., Reading as Critical Thinking. Asian Social Science, 2011. 7(8). 17. Salmerón, L., et al., Chapter 4. Comprehension processes in digital reading. 2018. 17: p. 91-120. 18. Tift County Schools, Blended Learning – Instructional Technology. The Tift County School System, 2004.
URL	:	https://www.ijeat.org/wp-content/uploads/papers/v8i5C/E10480585C19.pdf