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dc.contributor.authorRuhaena, Lisnawati
dc.date.accessioned2013-01-28T09:01:59Z
dc.date.available2013-01-28T09:01:59Z
dc.date.issued2008-09
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B., Tam, A., Madrigal, P., Brassel, D., Massa, J., Altamirano, S. & Armendariz, J. (1999) Early Literacy for Inner-City Children:The Effects of Reading and Writing Interventions in English and Spanish During the Preschool Years. www.ciera.org/library/archive/1999-02/art-online-99-02.html, diakses Juni 2007 www.dfes.gov.uk, Learning Journey, diakses Maret 2003 www.jollylearning.co.uk, Jolly Phonics, diakses Januari 2006. www.kompas.com, diakses Mei 2007 www.ciera.org/library/archive/1999-02/art-online-99-02.html, diakses Juni 2007 www.parliament.uk/parliamentary-commitees/education-andskills_commitee.cfm, diakses Juni 2007 http.//mbeproject.net/mbe57.html, Membaca dan menulis, diakses Januari 2006en_US
dc.identifier.urihttp://hdl.handle.net/11617/2614
dc.description.abstractPenelitian penulis sebelumnya tentang metode Jolly Phonics membuktikan bahwa metode ini terbukti lebih efektif meningkatkan kemampuan baca-tulis permulaan daripada metode reguler yang biasa digunakan di sekolah taman kanak-kanak. Dalam penelitian ini penulis menguji konsistensi efektivitasnya dengan melihat sejauh mana peningkatan kemampuan subjek penelitian setelah satu tahun kemudian. Oleh karena itu dibuat rancangan penelitian pretes dan postes pada satu kelompok dengan 30 anak prasekolah. Perlakuan yang diberikan merupakan pengajaran baca-tulis yang berkelanjutan dari pengajaran pada penelitian sebelumnya dengan menggunakan metode Jolly Phonic. Hasil pengukuran pra dan pasca ini kemudian diuji signifikansi peningkatannya, dengan statistik t test untuk sample berpasangan. Hasil analisis diperoleh t = -13,562 dengan p = 0,000, dengan demikian hipotesa diterima artinya terdapat perbedaan yang sangat signifikan rata-rata skor pada tes pre dan post. Dengan demikian dapat disimpulkan bahwa terjadi peningkatan yang sangat signifikan pada kemampuan membaca dan menulis bahasa Indonesia dan bahasa Inggris pada anak prasekolah sebagai pengaruh kelanjutan pengajaran dengan metode Jolly Phonics. Hal ini menjawab pertanyaan penelitian bahwa metode ini memiliki konsistensi efektivitas dalam aplikasinya di TK A dan di TK B.en_US
dc.description.sponsorshipDOSEN MUDA DIKTIen_US
dc.publisherLPPM UMSen_US
dc.subjectJolly Phonicsen_US
dc.subjectmembacaen_US
dc.titlePeningkatan Kemampuan Baca-Tulis Permulaan pada Anak Prasekolah dengan Penggunaan Metode Pengajaran Jolly Phonics.en_US
dc.typeThesisen_US


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