Hasil Pencarian  ::  Simpan CSV :: Kembali

"The collected chapters in this volume present an overview and state-of-the-field of traditional and recently developed methodological approaches to the study of bilingual reading comprehension. It critically reviews and examines major findings from classical behavioral approaches such as the visual moving window, rapid-serial visual presentation (RSVP), and eye-tracking, as well as newly developing neuropsycholinguistic methodologies such as Event-Related Potentials (ERPs), and Functional Magnetic Resonance Imaging (fMRI).  Written to address a timely topic, Methods in Bilingual Reading Comprehension Research updates the field of bilingual reading by critically examining the contributions of the various behavioral and technologically-based reading techniques used to understand psychological processes underlying written language comprehension. Each topic is covered first from a theoretical, and then from an experimental, viewpoint. Moreover, the volume contributes to the development and establishment of Bilingual Reading as a subfield of bilingual sentence processing and fills a significant gap in the literature on bilingual language processing and thought.   Significantly, Methods in Bilingual Reading Comprehension Research presents an overall view of some of the typical psycholinguistic techniques and approaches, as well as proposing other possible tasks that may prove viable in investigating such theoretical issues as bilingual lexical ambiguity resolution, or how bilingual speakers might resolve multiple sources of potentially conflicting information as they comprehend  sentences and discourse during the communicative process. In addition, to aid reader comprehension and encourage readers to acquire “hands on” experience in the creation and development of experiments in the realm of bilingual reading research, each chapter includes a list of key words, suggested student research projects, and questions to both help the reader review the chapter and expand upon the reading. With its comprehensive coverage of a crucial subfield of psycholinguistics and language processing, Methods in Bilingual Reading Comprehension Research is an invaluable and informative resource for all students and researchers in bilingualism, neurolinguistics, bilingual cognition, and other related fields."

"Pada rentang usia 4-5 tahun, anak-anak berada pada tahapan pembaca pemula. Umumnya, anak-anak mulai diperkenalkan dengan dengan beragam kegiatan membaca, salah satunya kegiatan membaca buku di kelas. Pendekatan membacakan buku cerita oleh guru akan membantu mereka meningkatkan keterampilan kognitifnya dalam memahami cerita yang dibacakan sebelum memasuki tahapan pembaca mandiri. Meningkatkan keterampilan pemahaman cerita pada anak dapat mendukung mereka untuk menjadi pembaca yang baik sekaligus menumbuhkan minat terhadap buku. Penelitian ini bertujuan untuk melihat hubungan antara pendekatan shared book reading (SBR) dan pemahaman anak terhadap cerita.  Penelitian ini menggunakan within subject desain dengan melakukan kontrol kondisi untuk membandingkan skor pemahaman anak terhadap cerita pada pre-test dan post-test atau pada masing-masing kondid yang diberikan. Kondisi pertama yaitu kondisi saat anak dibacakan cerita tanpa pendekatan shared book reading atau dengan pendekatan yang digunakan sehari-hari dan kondisi kedua saat anak dibacakan cerita menggunakan pendekatan shared book reading. Partisipan dalam penelitian ini adalah 4 orang guru dan 21 orang anak dengan rentang usia 4-5 tahun di Satuan PAUD Sejenis (SPS). Uji sign test dilakukan untuk menganalisa data kualitatif yag diperoleh mengenai pemahaman anak terhadap cerita pada. Terkait pendekatan SBR, penelitian ini juga memberikan pelatihan pada guru serta melakukan pengukuran terhadap keterampilan guru pada saat sebelum dan sesudah pemberian pelatihan. Hasil penelitian ini menunjukkan bahwa bahwa terdapat peningkatan skor pemahaman anak terhadap cerita saat guru membacakan cerita dengan pendekatan shared book reading dengan nilai probabilitas < .05, yaitu .01. Hasil tersebut berbanding lurus dengan peningkatan skor keterampilan yang diperoleh guru setelah diberikan pelatihan pendekatan shared book reading yang ditampilkan di dalam grafik.

---

At age of 4-5 years old, children are at the stage of beginner readers. Generally, children are introduced to various reading activities, one of them is reading books in the classroom. Certain reading approach used by the teacher will help them improve their cognitive skills in understanding the stories that has been read, before entering the independent reader stage. Improving story comprehension skills in children can support them to become good readers while fostering their interest in books. This study aims to investigate the relationship between shared book reading (SBR) approach and children's story comprehension. This study used within group design by controlling condition to compare children's story comprehension score at pre-test and post-test or in each condition given. The first condition in this study was when children read stories without a shared book reading approach or with a daily approach and second condition is when children read stories using a shared book reading approach. Participants in this study were 4 teachers and 21 children aged 4-5 years old from an early childhood education unit or Satuan Pendidikan Anak Usia Dini (PAUD) which is categorized as Satuan PAUD Sejenis (SPS). A sign test was employed to analyze the quantitative data gained about children's story comprehension. Regarding the SBR approach, this study also provides training for teachers as well as measuring teacher's skills before and after training. The findings of this study indicated that there was an increase in children's story comprehension when teacher read the story with shared book reading approach by showing probability value of <.05, which is .01. These results were directly proportional to the increase in skills scores obtained by teachers after training in the shared book reading approach shown in the graph. "

"Seri buku Structure and Reading Comprehension For SMTA merupakan salah satu buku ajar Bahasa Inggris yang digunakan secara luas di Indonesia, terbukti dengan telah dicetak ulangnya sari buku ini sebanyak tiga kali, yaitu Pada tahun 1985, 1987, dan tahun 1988. Asumsi kita adalah, jika sebuah buku ajar mengalami cetak ulang, buku tersebut kemungkinan besar mempunyai kualitas yang baik. Pada cetakan selanjutnya, mutu buku diharapkan akan lebih baik lagi. Namun, tidak demikian halnya dengan seri buku SARC ini. Pada cetakan ketiga, yaitu cetakan terbaru untuk saat ini, masih terlihat banyak kesalahan yang cukup mengganggu. Kesalahan-kesalahan itu mencakup tujuan dan organisasi bahan, isi, Bahasa, dan masalah tekniknya.Tujuan penyusunan buku SARC, seperti disebutkan Di dalam kata pengantar buku ini, adalah menyajikan materi dengan pendekatan komunikatif. Namun, apa yang dideskripsikan di dalam seri buku ini tidak sesuai dengan tujuan yang hendak dicapainya itu. Seri buku ini menggunakan pendekatan struktural karena lebih menekankan pengajaran struktur daripada fungsi bahasa sebagai alat komunikasi. Beberapa pokok dan subpokok bahasan di dalam seri buku menyimpang dari ketentuan yang ada di dalam Kurikulum 1984. Padahal buku tersebut, menurut penyusunnya, disusun berdasarkan Kunikulum 1984. Seleksi bahan kurang cermat dan terlalu luas. Gradasi tidak dilakukan secara sistematis sehingga materi yang disajikan sulit dipahami. Penggunaan bahasa dalam sari buku ini kurang baik. Seringkali suatu tutur tidak disertai dengan penggunaan tanda baca sehingga pembaca akan mengalami kesulitan dalam usahanya untuk memahami materi yang sedang dideskripsikan. Di dalam seri buku ini juga dapat kita temui banyak kesalahan cetak."

"Reading journal is one way to record students' independent learning based on text they read. This study was conducted to find out the students' level of reading comprehension through some notes written in the reading journal, the extent to which the activity of writing reading journals improved students reading comprehension, whether the students got benefit from reading journal. There were 104 respondents coming from four different departments in Bina Nusantara University were asked to read a text related to the subject they learned in a certain session. Then they were assigned o write a journal that records the things they had read. When this task was finished lecturer ran a quiz containing related questions to check whether they really understood the content of the text. Afterwards, students were to fill in a questionnaire regarding their opinion on the impact of the reading journal toward their reading comprehension. The findings indicate that more than half of the participants appear to understand the material well, and the task plays a certain role in improving students' understanding. The most crucial thing is that most students think they get benefit by writing the reading journal. "

"Motivating children to read is essential to building a lifelong love of reading. Many parents cannot model engagement with books and instead, teachers, school media specialists, and children?s librarians must step into the breach to help children embrace a love of reading."