Learning Models Survey, Question, Read, Reflect, Recite, Review Assisted Reading Children's Literature Improves Reading Ability of Interpretative Understanding of Class IV Elementary School Students

摘要

This study aims to study the interaction of the Survey model, Questions, Read, Reflect, Recite, Review assisted reading of children's literature on the interpretive reading ability of grade IV elementary school students. This type of research is quasi-experimental with a nonequivalent control group design. The study population was all grade IV students of South Kuta III Elementary School in 2018/2019. The sample of this research is State Elementary School No. 5 Jimbaran and State Elementary School No. 1 Jimbaran is determined by random sampling technique. Data in the form of interpretative understanding reading skills were collected by the test method. The data obtained were analyzed by polling variance t-test. Based on the results of the analysis, at a significance level of 5% with dk = 60 obtained t_count = 4,250> t_table = 2,000. This means that there is a significant difference in the ability to read interpretive understanding between students taught using the survey learning model, Questions, Read, Reflection, based, children's literature reading and students who study conventionally. Thus it can be concluded that the learning model Survey, Questions, Read, Reflect, based on children's literature reading influential in improving the reading ability of interpretive understanding of grade IV elementary school students.