Full Description
| Cataloguing Source | LibUI ind rda |
| Content Type | text (rdacontent) |
| Media Type | unmediated (rdamedia); computer (rdamedia) |
| Carrier Type | volume (rdacarrier); online resource (rdacarrier) |
| Physical Description | xii, 121 pages : illustration ; 28 cm + appendix |
| Concise Text | |
| Holding Institution | Universitas Indonesia |
| Location | Perpustakaan UI, Lantai 3 |
- Availability
- Digital Files: 1
- Review
- Cover
- Abstract
| Call Number | Barcode Number | Availability |
|---|---|---|
| T45423 | 15-17-152925963 | TERSEDIA |
| No review available for this collection: 20422874 |
Abstract
[ABSTRAK
Tujuan penelitian ini adalah untuk melihat efektivitas pelatihan teknik read-aloud dalam meningkatkan kualitas interaksi guru dengan siswa usia 3-4 tahun melalui pelatihan selama 12 jam, yang dibagi dalam 3 hari dan 6 sesi. Penelitian ini menggunakan desain pre-test dan post-test dengan guru sebagai partisipan. Alat ukur yang digunakan adalah lembar panduan observasi interaksi guru-siswa saat kegiatan read-aloud. Pelatihan ini menggunakan beberapa metode, yaitu diskusi, role-play, observasi video kegiatan read-aloud, dan ceramah. Hasil uji statistik dengan menggunakan wilcoxon sign ranks menunjukkan tidak ada perbedaan yang signifikan dalam interaksi guru-siswa saat kegiatan read-aloud antara sebelum dan sesudah pelatihan (Z=-1.826, p = 0.068> 0.05). Akan tetapi, secara kualitatif, ditemukan sejumlah perubahan dalam kualitas interaksi guru-siswa saat kegiatan read-aloud antara sebelum dan sesudah pelatihan.
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.]
Tujuan penelitian ini adalah untuk melihat efektivitas pelatihan teknik read-aloud dalam meningkatkan kualitas interaksi guru dengan siswa usia 3-4 tahun melalui pelatihan selama 12 jam, yang dibagi dalam 3 hari dan 6 sesi. Penelitian ini menggunakan desain pre-test dan post-test dengan guru sebagai partisipan. Alat ukur yang digunakan adalah lembar panduan observasi interaksi guru-siswa saat kegiatan read-aloud. Pelatihan ini menggunakan beberapa metode, yaitu diskusi, role-play, observasi video kegiatan read-aloud, dan ceramah. Hasil uji statistik dengan menggunakan wilcoxon sign ranks menunjukkan tidak ada perbedaan yang signifikan dalam interaksi guru-siswa saat kegiatan read-aloud antara sebelum dan sesudah pelatihan (Z=-1.826, p = 0.068> 0.05). Akan tetapi, secara kualitatif, ditemukan sejumlah perubahan dalam kualitas interaksi guru-siswa saat kegiatan read-aloud antara sebelum dan sesudah pelatihan.
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.]