[ABSTRAK
Tujuan penelitian ini adalah untuk melihat efektivitas pelatihan teknik read-alouddalam meningkatkan kualitas interaksi guru dengan siswa usia 3-4 tahun melaluipelatihan selama 12 jam, yang dibagi dalam 3 hari dan 6 sesi. Penelitian inimenggunakan desain pre-test dan post-test dengan guru sebagai partisipan. Alatukur yang digunakan adalah lembar panduan observasi interaksi guru-siswa saatkegiatan read-aloud. Pelatihan ini menggunakan beberapa metode, yaitu diskusi,role-play, observasi video kegiatan read-aloud, dan ceramah. Hasil uji statistikdengan menggunakan wilcoxon sign ranks menunjukkan tidak ada perbedaanyang signifikan dalam interaksi guru-siswa saat kegiatan read-aloud antarasebelum dan sesudah pelatihan (Z=-1.826, p = 0.068> 0.05). Akan tetapi, secarakualitatif, ditemukan sejumlah perubahan dalam kualitas interaksi guru-siswa saatkegiatan read-aloud antara sebelum dan sesudah pelatihan.

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ABSTRACT

The aim of this research is to understand the effectiveness of training on Read-

Aloud technique in increasing the quality of teacher-student interaction (study of

children 3-4 years old). The Read-Aloud technique is given through a 12 hours

training that has been divided into 3 days and 6 sessions training program.

Research was conducted using a pre-test and a post-test design, teachers as

participant. Teacher-student interaction observation while doing read-aloud guide

was used as the instrument. There are several methods was applied in this training,

that is discussion, role-play, observation on read-aloud activity video and lecture.

Statistical test using wilcoxon sign ranks shows there are no significant difference

in teacher-student interaction while doing read-aloud before and after training

(Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality

teacher-student interaction before and after training., The aim of this research is to understand the effectiveness of training on Read-

Aloud technique in increasing the quality of teacher-student interaction (study of

children 3-4 years old). The Read-Aloud technique is given through a 12 hours

training that has been divided into 3 days and 6 sessions training program.

Research was conducted using a pre-test and a post-test design, teachers as

participant. Teacher-student interaction observation while doing read-aloud guide

was used as the instrument. There are several methods was applied in this training,

that is discussion, role-play, observation on read-aloud activity video and lecture.

Statistical test using wilcoxon sign ranks shows there are no significant difference

in teacher-student interaction while doing read-aloud before and after training

(Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality

teacher-student interaction before and after training.]