Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Eri Sarimanah

Judul : EFEECTIVENES OF PQ4R METACOGNITIVE STRATEGY BASED READING LEARNING MODELS IN JUNIOR HIGH SCHOOL

Abstrak :
The objective of research is to find out the efectivenes of metacognitive Preview, Question,
Read, Reflect, Recite, Review (PQ4R) strategy based reading learning model to improve SMP
students’ reading ability. The method applied in this study is research and development by using
both qualitative and quantitative approaches. The research result shows that the ideal learning
model needed by the students is metacognitive PQ4R strategy based reading learning model.
Structurally, this learning model is viable, relevant, and suitable with the principles of learning
model development, both from substantial view and the structural model. Based on the trial
result with experimental research design (experimental and control groups), metacognitive
PQ4R strategy based reading learning model is effective to be used to improve SMP students’
reading ability. Even the learning outcome is better than the reading class done by the teacher
who does not use metacognitive PQ4R strategy. learning metacognitive reading strategies
based PQ4R junior high school students are more effective than learning to read that teachers
without the use of metacognitive strategies PQ4R with the calculation results of test of 5.975 t
test is greater than t table 1.67. So it can be concluded that the learning model based reading
metacognitive strategies PQ4R effective and fit for use in secondary schools.

Keywords: instructional models; PQ4R metacognitive strategies; reading skills.

Tahun : 2015 Media Publikasi : Jurnal Internasional

Kategori : Jurnal No/Vol/Tahun : 1 / 1 / 2015

ISSN/ISBN : 2406-8586

PTN/S : universitas pakuan Program Studi : ADMINISTRASI PENDIDIKAN

Bibliography :
Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language
Pedagogy. San Fransisco: San Fransisco State University, 2001.
Chapman, Carolyn dan Rita King. Differentiated Instructional Strategies for
Reading in the Content Areas. California: Corwin Press, Inc., 2003.
Damayanti, Vismaia. Mendamba Indonesia yang Literat. Bandung: Jurusan
Pendidikan Bahasa dan Sastra Indonesia FPBS UPI Pres, 2003.
Finocchiaro, Marry. English As A Second/Foreign Language: From Theory to
Practice. New Jersey: Printice-Hall Regents,1989.
Israel, Susan E., Cathy Collins Block, dan Kathryn L. Bauserman. Metacognition in
Literacy Learning. New Jersey: Lawrence Erlbaum Associates Publisher,
2005.
McNeil, John D. Reading Comprehension. Boston: Scott, Foresman Company,
1984.
Ong Seng, Tan. Educational Psychology: A Practitioner Researcher Approach.
Singapura: Thomson, 2003.
Sarimanah, Eri. “Peningkatan Kemampuan Pemahaman Bacaan melalui Strategi
Metakognitif PQ4R.” Tesis Program Studi Pendidikan Bahasa Program

Pascasarjana Universitas Negeri Jakarta, 2008.

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Detail Karya Ilmiah Dosen

Eri Sarimanah

Judul	:	EFEECTIVENES OF PQ4R METACOGNITIVE STRATEGY BASED READING LEARNING MODELS IN JUNIOR HIGH SCHOOL
Abstrak	:	The objective of research is to find out the efectivenes of metacognitive Preview, Question, Read, Reflect, Recite, Review (PQ4R) strategy based reading learning model to improve SMP students’ reading ability. The method applied in this study is research and development by using both qualitative and quantitative approaches. The research result shows that the ideal learning model needed by the students is metacognitive PQ4R strategy based reading learning model. Structurally, this learning model is viable, relevant, and suitable with the principles of learning model development, both from substantial view and the structural model. Based on the trial result with experimental research design (experimental and control groups), metacognitive PQ4R strategy based reading learning model is effective to be used to improve SMP students’ reading ability. Even the learning outcome is better than the reading class done by the teacher who does not use metacognitive PQ4R strategy. learning metacognitive reading strategies based PQ4R junior high school students are more effective than learning to read that teachers without the use of metacognitive strategies PQ4R with the calculation results of test of 5.975 t test is greater than t table 1.67. So it can be concluded that the learning model based reading metacognitive strategies PQ4R effective and fit for use in secondary schools. Keywords: instructional models; PQ4R metacognitive strategies; reading skills.
Tahun	:	2015	Media Publikasi	:	Jurnal Internasional
Kategori	:	Jurnal	No/Vol/Tahun	:	1 / 1 / 2015
ISSN/ISBN	:	2406-8586
PTN/S	:	universitas pakuan	Program Studi	:	ADMINISTRASI PENDIDIKAN
Bibliography	:	Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy. San Fransisco: San Fransisco State University, 2001. Chapman, Carolyn dan Rita King. Differentiated Instructional Strategies for Reading in the Content Areas. California: Corwin Press, Inc., 2003. Damayanti, Vismaia. Mendamba Indonesia yang Literat. Bandung: Jurusan Pendidikan Bahasa dan Sastra Indonesia FPBS UPI Pres, 2003. Finocchiaro, Marry. English As A Second/Foreign Language: From Theory to Practice. New Jersey: Printice-Hall Regents,1989. Israel, Susan E., Cathy Collins Block, dan Kathryn L. Bauserman. Metacognition in Literacy Learning. New Jersey: Lawrence Erlbaum Associates Publisher, 2005. McNeil, John D. Reading Comprehension. Boston: Scott, Foresman Company, 1984. Ong Seng, Tan. Educational Psychology: A Practitioner Researcher Approach. Singapura: Thomson, 2003. Sarimanah, Eri. “Peningkatan Kemampuan Pemahaman Bacaan melalui Strategi Metakognitif PQ4R.” Tesis Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta, 2008.
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