I.

INTRODUCTION

Reading Workshop to Foster Literacy

The industrial revoluti

Skill of Elementary School Students

Rahman
Departemen Pendidikan Bahasa Daerah
Universitas Pendidikan Indonesia
Bandung, Indonesia
rahmanprofupi@upi.edu

Vina Anggia Nastitie Ariawan

SD N Bantarmangu 01
Cilacap, Indonesia
vivianatsir@gmail.com

Ulfatul Hamidah
SD N Sadangwetan
Kebumen, Indonesia
ulfatulhamidah22@gmail.com

Rasi Yugafiati
P.B. Inggris IKIP Siliwangi Bandung
Bandung, Indonesia
tanya.rasiyugafiati@gmail.com

Asri Wibawa Sakti

Universitas Pendidikan Indonesia
Bandung, Indonesia
achiewibawasakti@gmail.com

Ai Sumiati
Dinas Pendidikan Kabupaten Sukabumi
aisumiati60@gmail.com
 Abstract— Literacy is one of aspects should be
developed for the elementary school students. In the
broad sense, literacy relates to master various skills
such as language skill, numeracy skill, and
understanding technology and finance skill.
Literacy in this research focuses on reading
comprehension skill of elementary school students.
The background of this research is the phenomenon
that several of the students have low reading
interest. This low reading interest relates to their
low reading comprehension skill. Researcher
applies reading workshop model to improve the
literacy skill of the elementary school students. This
research uses action research. The participants are
fourth grade students. This research is done along
three cycles. The researcher and the teacher have
collaboration in the class to implement the reading
workshop model. The techniques of collecting are
the test, the observation, and the interviews.
Therefore, the data are analyzed by data reduction,
data display, and drawing conclusion. Meanwhile,
the data is validated by triangulation data technique.
The finding shows that the students’ literacy skills
are increasing.
Keywords: literacy, reading comprehension, reading
workshop
The industrial revolution 4.0 changed the old literacy concept
that was relevant to literacy into new literacy. New literacy is
related to the willingness of someone to read data, use
technology, and improve self quality (Rahman, et al., 2018).
The component that needs to be underlined in new literacy is
the ability of students to read data. The rating of Indonesian
students in reading interest, speed of reading, and literacy is
still in a low position (Nirmala, Rahman, & Mustafa, 2018).
This indicates that the reading comprehension skill of
Indonesian students are categorized as poor. Students’ reading
skill are still in the literate stage. It means that they are only
able to read but do not have the awareness to understand text.
In line with opinions above, Ariawan & Pratiwi (2017)
also confirms that many elementary school students who lack
interest in reading activities, especially reading
comprehension. This certainly has an impact on students
'declining reading power, low ability to think critically and
students' creative thinking, and the loss of literate culture in
students (Zare, 2013).
Issues related with reading are low interest in reading and
reading power of the people in Indonesia, including
elementary school students (Ariawan, Utami, & Rahman,
2018). This is proven based on a survey of elementary school
students who carry out the Gerakan Literasi Sekolah in a
district. Rahman, Wibawa, Nirmala, & Sakti (2018) found that
students' reading skill were still categorized as low, which was
indicated by the reading speed test results. Ideally, elementary
school students have reading speed of 150 kpm, but in fact the
students’ reading speed are only 104 kpm. Then, the students'
ability to solve comprehension reading problems reached 45%
and was categorized as low. Furthermore, literacy skill
characterized by the ability to listen to the results of reading,
reasoning, and translating the contents of the reading are at a
low level of 75% with a level of literacy understanding in the
literal factual stage.
High reading comprehension is one of the contributors to
the academic achievement of elementary school students. In
various countries, students must master the basics of decoding
and recognizing words, understanding the various contents of
reading, and making reading as the main activity of learning.
Reading as the main learning activity aims to develop a
culture of literacy in students (Tse, et al., 2014).
The high level of reading comprehension in elementary
school students cannot be achieved quickly but requires a
continuous process. The fifteen minute reading program
before learning can indeed be done well. However, the most
important aspect of the program is making students understand
every meaning in the reading. Unfortunately, not all teachers
provide a follow-up after reading activities so that the
experiences and schemes of students are not developed
optimally. Therefore, after reading activities it would be better
if the teacher held a discussion with students to discuss the
contents of the reading. Then, the teacher can associate the
information that students have read with real life or with new
information that is relevant to students' understanding. Thus,
the results of student reading activities will not be in vain.
Various learning models can be applied by the teacher to
package learning that is more meaningful. Each learning
model has a compatibility that is different from the material
taught. The ability of the teacher to choose the right learning
model is needed so that the material can be easily accepted by
students (Damayanti, et al., 2016). One model that can be used
to improve reading comprehension skill is Reading Workshop
model..
Reading Workshop is learning activity that used to
improve reading comprehension skill. Reading Workshop
activity aims to help students implement the right methods
independently and with the help of the teacher. Reading
Workshop is useful to foster a sense of love for reading in
students. The use of Reading Workshop is the basis that
reading must know and understand the contents of reading
instead of reading without knowing anything. Through
Reading Workshop students are required to work together and
share knowledge gained from reading activities so as to
develop a culture of literacy in themselves.
Meyer (2010) asserts that Reading Workshop will not
solve teaching problems in full reading but this model can
create a difference because Reading Workshop encourages
students to practice meaningful reading. In Reading Workshop
reading is a process of problem solving and meaning
formation. Based on the background described, the researcher
carried out the research with the aim of developing literacy
skill of elementary school students through Reading
Workshop model..
II. METHOD
This research used action research with the aim of
improving student literacy skill through a reading workshop
model. Action research is a form of collective self-reflection
research carried out by participants in social situations to
improve reasoning and fairness in the practice of education
and social practice, as well as understanding practices and the
situation in practice (Cohen, Manion, & Marrison, 2011)..
The researcher used the action research method with cycle
design research. The procedure of the Kemmis model action
research is seen as a spiral cycle (self reflection) consisting of
components of planning, action, observation, reflection, and
re-planning as a basis for understanding how to take action in
improving the quality of education (Pine, 2013).
Furthermore, this research is categorized as collaborative
action research because it involves class teachers as
practitioners. Meanwhile, the research participants were fifth
grade students in one of the elementary schools in the
Kebumen District. The research used three kinds of data
collection techniques in the form of tests, observations, and
interviews. The test technique in the type of written test is in
the form of a description of the understanding of reading
content in students to measure literacy skill obtained by
students after the action.
Observation is an activity of observing individual behavior
and activities in a research location (Creswell, 2017). In this
research, observations were carried out to collect data about
teacher activities and the level of student participation in the
application of Reading Workshop model. Then, interviews are
activities carried out by two people to obtain information and
ideas by way of question and answer, so that meaning can be
obtained in a predetermined theme, the implementation is
structured using the interview sheet that the researcher has
compiled and carried out after the learning process is
complete 2016).
Data analysis is a process for systematically searching for
and compiling data, obtained in interviews, field notes, or
documentation, by organizing data into categories, describing
into units, synthesizing, arranging into patterns, choosing
important things and that will be studied, and conclude the
things that have been compiled so that it is easy to
understand (Sugiyono, 2016). Qualitative data analysis of this
research applied data analysis techniques according to Miles
and Huberman which include data reduction, data
presentation, and drawing conclusions.
Neuman (2014) states that this validity is based on
certainty whether the research results are accurate from the
point of view of researchers, participants, or readers in
general. Stringer (2013) also emphasized that the validation of
action research can be seen, one of which is to see the extent
of the cycle and critical reflection in the research conducted.
The data validity technique used is triangulation. In addition,
the researcher carried out self reflexivity to avoid the
subjectivity of the research.
III. RESULTS AND DISCUSSION
The results of implementing Reading Workshop model in
the development of reading comprehension skill for three
cycles showed in table below.
Table 1. Resultf of Reading Comprehension
Nilai Ketuntasan Siswa
Siklus Rata- Tuntas Belum
rata (%) Tuntas (%)
I 75,12 69,05 30,95
II 80,71 83,33 16,67
III 88 100 0
Reading Workshop model is one learning model that seeks
to present learning to develop reading comprehension skill
according to student characteristics. This is because the steps
in Reading Workshop model are in line with constructivism
theory which views language comprehension and compilation
as a development process. The teacher can help students learn
four skill, including making connections about what they
know and what they will learn, using strategies to read (make
predictions) and writing (describing previous experiences),
thinking about their own reading and writing process,
discussing their responses to the texts they read and write
(McKeown, Beck, & Blake, 2009).
Reading Workshop model is also very suitable for
improving reading skill in understanding children's stories and
can be integrated with Know What Learning strategies. The
steps of Reading Workshop model in reading reading
comprehension of elementary school students are carried out
with eight steps, namely a) choosing reading texts, b) building
predictions based on pictures, c) building the purpose of
reading, d) making story maps, e) sharing stories, f ) dissect
the story, g) respond to the story, and h) retell. The steps used
are in accordance with the theory put forward by Abidin
(2015).
In the first step which is choosing text, the teacher selects
the reading text. However, in this research the researchers
modified so that students who chose the reading text. Then,
the teacher explains how to choose text to students. The
selection of text is done through observing media pictures.
Picture media was chosen so students were more interested in
learning. This is in accordance with the opinion of Mawarni,
Tandi, & Rizal (2014), that picture media can change the
atmosphere of boring learning to be interesting, so students are
motivated to listen to the teacher's explanation..
In addition to the presentation of pictures, the teacher
presents representative reading material that is easily
understood by students and adds new experiences and
information. This is as explained by Ariawan & Pratiwi (2017)
that in order to present reading learning that is pleasing the
teacher needs to choose a representative discourse that is a
discourse whose contents are in accordance with the
characteristics of students and inspire students to continue
reading.
The second step is to build predictions, the teacher asks
students to make predictions about the story that will be read
based on the picture. In cycle I, after students observe the
picture, they write predictions on the board. Then in the
second cycle, the prediction activity is done by pasting the
series picture, and in the third cycle, by arranging pieces of the
puzzle (puzzle) on the storyboard. Mahdavi & Tensfeldt
(2013) argues that after observing the pictures shown by the
teacher, students can make predictions of stories that can later
be used to find the contents of the story. This activity can be
implemented at the beginning of learning or during learning.
The opinion above reinforces the statement of Al Odwan
(2012), that the value of thinking of reading is thinking of
making predictions before reading each part of the reading.
Based on the analysis of observations of students in the
constructive step predicting stories based on pictures, it is
known that serial picture media has the greatest influence on
the success of making story predictions and achieving
indicators of students' reading comprehension skill, rather than
other picture media.
The third step is to build the purpose of reading, in this
research, the teacher explained that one of the intrinsic
elements of children's stories is the theme. The teacher
introduces the theme of the story that will be read based on the
picture, then asks questions to explore the scheme and
provoke students' curiosity about the content of the story. The
teacher explores the students' schemes by asking questions
about experiences that have been experienced that match the
pictures they observe, and provokes the curiosity of students
by asking questions about the fate of the characters in the story
and the end of the content of the story to be read. Through this
activity students can connect between the knowledge they
already have and new knowledge. This is in accordance with
the opinion of Leidig, et al (2018) that the activity of
exploring schemes can help students in making connections
between activities that have been carried out with new
experiences.
The fourth step is to make a story map, the teacher guides
the students to outline the story or plot according to the setting
or place settings in the story. This activity is carried out by
pasting the picture in the correct order on the storyboard
provided by the teacher in front of the class or filling the
boxes then connecting the boxes with arrows made through
the worksheet. Making a story map in the first cycle, is almost
the same as making concept maps in general. The purpose of
making story maps is to find out the level of success of
students in determining the main stories they have read.
In accordance with the opinion of Dahar (2011) concept
mapping is developed to dig into the cognitive structure of
students, and to determine the level of understanding of
students on things that have been known. This is because
reading is a process of forming meaning and is a high-level,
active, constructive, and creative thinking activity that
involves various cognitive strategies before, during, and after
reading. In cycle II, students make a story map by correcting
the sequence of drawings that have been pasted in the step of
predicting the story, so that they have the right sequence of
pictures from the beginning to the end of the story. Then in the
third cycle, students make a story map by correcting the
arrangement of puzzles that have not matched their location so
that they become illustrated pictures.
The fifth step is sharing the story, the teacher asks a
number of student representatives to explain the results of the
story map they have made. In addition, the teacher also asks
other students to give suggestions for improvement when there
are still events that have not been discussed by his friend. In
accordance with the opinion of Warsono & Hariyanto (2012)
that presentations will increase the opportunity to exchange
ideas and develop social skill.
The sixth step is to dissect the story, the teacher forms
students into several groups. Students discuss the intrinsic
elements of the story with the group members. In accordance
with the opinion of Vygotsky (Santrock, 2012), that children
construct their knowledge of the world. Children build their
knowledge through social interaction and learning with adults,
when they bridge understanding with language and signs, and
grow toward verbal thinking. Through these social
interactions, students can exchange ideas and ideas on the
topic of learning. In addition, students can help each other if
there are students who have not been able to understand a
reading. In this step, students are also directed to find and find
information related to the character of the story,
characterization, type of plot / plot, the background in the
story being read, and the message so that students have a
longer level of comprehension than getting the information
explained by the teacher.
The seventh step is responds to the story, the teacher asks
students to give a response to the story that has been read. The
teacher provides alternative responses in the form of likes,
dislikes, or just ordinary. This is in accordance with the steps
in Reading Workshop model according to Abidin (2015),
namely between the response of assistance, students can be
assisted by the teacher by choosing alternative answers
previously issued.
The eighth step is to test students' understanding of
readings. Retelling activities are closely related to dissecting
stories and making story maps. Because both of these steps
become a reference in retelling. Activities at this stage,
students are asked to retell the contents of the reading that has
been read in writing, then read the results of the writing in
front of the class. In accordance with the opinion of Ismayanti
(2016) that reading comprehension affects the ability to retell
the contents of the story.
Based on the description above, it can be concluded that
there was an increase in reading comprehension skill in grade
V students of elementary school, as evidenced by an increase
in reading comprehension skill from the first cycle of 60.95%,
cycle II increased to 83.33%, and cycle III increased to100 %.
IV. CONCLUSION
Reading comprehension is the activity of interpreting the
contents of reading and connecting the meaning of reading
with real life to overcome problems that occur. Reading
comprehension is categorized as a high-level thinking activity,
because not all readers understand the contents of the reading.
Reading high-level comprehension is one component in
language literacy. Students who have high reading
comprehension categorized as having good literacy skill.
Developing a literacy culture cannot be achieved easily so it
requires a strategy to get it. Reading workshop model is an
alternative in developing literacy for elementary school
students.
Reading Workshop model is a reading teaching model that
uses a process approach so as to encourage students to be
active and effective readers. Through Reading Workshop
model, students get many opportunities to interact with
reading material and introduce students to various types of
reading material. The researcher applied Reading Workshop
model in action research for three cycles. The results showed a
change in reading comprehension skill of students after the
application of Reading Workshop model. Referring to the
results of the study, the researchers concluded that Reading
Workshop model can develop literacy skill of elementary
school students..
REFERENCES
Abidin, Y. (2015). Pembelajaran berbahasa berbasis
pendidikan karakter. Bandung: Refika Aditama.
Al Odwan, T.A. (2012). The effect of the directed reading
thinking activity through cooperative learning on English
secondary stage students’ reading comprehension in
Jordan. International Journal of Humanities and Social
Science, 2 (16), 138-151.
Ariawan, V., & Pratiwi, I.M. (2017). Implementing joyful
learning strategy using treasure clue game method in
order to improve reading comprehension skill. Jurnal
Prima Edukasia, 5 (2), 203-210.
Ariawan, V.A.N., Utami, N.T., & Rahman. (2018).
Peningkatan keterampilan membaca pemahaman siswa
sekolah dasar melalui implementasi model CIRC
berbantuan media cetak. Al-Aulad: Journal of Islamic
Primary Education, 1 (2).
Cohen, L., Manion, L., & Marrison, K. (2011). Research in
education sixth edition. Newyork: Routledge.
Creswell, J.W. (2017). Research design: Pendekatan
kualitatif, kuantitatif, dan mixed. Yogyakarta: Pustaka
Pelajar.
Dahar, R.W. (2011). Teori-teori belajar dan pembelajaran.
Jakarta: Penerbit Erlangga.
Damayanti, F., et al. (2016). Penerapan reading workshop
untuk meningkatkan keterampilan membaca pemahaman
cerita anak. Surakarta: Universitas Sebelas Maret.
Leidig, T., et al. (2018). The effects of the RAP strategy used
in a peer tutoring setting to foster reading comprehension
in high-risk fourth graders. Learning Disabilities: A
Contemporary Journal, 16 (2), 229-254.
Mahdavi, J.N., & Tensfeldt, L. (2013). Untagngling reading
comprehension strategy instruction: Assisting struggling
readers in the primary grades. Preventing School Failure,
57 (2), 77-92.
Mawarni, Tandi, H.Y., & Rizal. (2014). Peranan media
gambar dalam meningkatkan hasil belajar siswa pada
mata pelajaran IPS di kelas IV SDN No 2 Kalukubula.
Jurnal Kreatif Tadulako, 5 (8), 11-19.
McKeown, M.G., Beck, I., & Blake, R.G.K. (2009).
Rethinking reading comprehension instruction: A
comparison of instruction for strategies and content
approaches. Reading Research Quarterly, 44 (3), 218-
253.
Meyer, K.E. (2010). A collaborative approach to reading
workshop in the middle years. The Reading Teacher, 63
(6), 34-56.
Neuman, W.L. (2014). Social research methods: Qualitative
and quantitative approaches seventh edition. United
States America: Pearson.
Nirmala, S.D., Rahman, Musthafa, B. (2018). Students’
elementary literacy skill and critical thinking skill
supported by School Literacy Program (SLP). Journal of
Teaching and Learning in Elementary Education, 1 (2),
92-97.
Pine, G.J. (2013). Teacher action research: Building
knowledge democracies. United State of America: SAGE
Publication.
Rahman, et al. (2018a). Elementary education literacy in the
era of industrial revolution 4.0. Advances in Social
Science, Education and Humanities Research, 257, 190-
193.
Rahman, Wibawa, S., Nirmala, S.D., & Sakti, A.W. (2018).
Kemampuan literasi siswa dalam pembelajaran
membaca pemahaman melalui model guided reading.
Bandung: Universitas Pendidikan Indonesia.
Santrock, J.W. (2012). Educational psychology. Jakarta:
Salemba Humanika.
Stringer, E.T. (2013). Action research. United State of
America: SAGE Publication.
Sugiyono. (2016). Metode penelitian kuantitatif kualitatif dan
R&D. Bandung: Alfabeta.
Tse, S.K., et al. (2014). Do reading practices make a
difference? Evidence from PIRLS data for Hongkong
and Taiwan primary school grade 4 students. Compare:
A Journal of Comparative and International Education,
1-27.
DOI: http://dx.doi.org/10.1080/03057925.2014.927732.
Warsono & Hariyanto. (2012). Pembelajaran aktif, teori, dan
asesmen. Bandung: Remaja Rosdakarya.
Zare, P. (2013). The relationship between reading
comprehension and reading strategy use among
Malaysian ESL Learners. International Journal of
Humanities and Social Science, 13, (3), 187-192.
.