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Penerapan Model Visual, Auditori, Kinestetik untuk Meningkatkan Keterampilan Membaca Puisi Siswa Kelas IV SDN Bendungan 1 Kabupaten Sumedang Sukmana, Vegyta Tresya Putri; Djuanda, Dadan; Aeni, Ani Nur
Jurnal Pena Ilmiah Vol 3, No 1 (2019)
Publisher : Jurnal Pena Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpi.v3i1.18915

Abstract

This research was conducted using a visual, auditory, kinesthetic (VAK) model. The problem is that students have difficulty reading poetry with proper pronunciation, intonation and expression. The reason for this problem is that the teacher considers reading poetry difficult and has never been taught. For this reason, the efforts made by researchers are applying visual, auditory, and kinesthetic models. This model facilitates the three learning styles that students have. The method used in this study is class action research and consists of three cycle actions. Data from the research shows that poetry reading skills increase each cycle. In the first cycle results obtained at 50% of students completed, in the second cycle 65% of students completed and in the third cycle 90% of students declared complete. Thus, the visual, auditory, and kinesthetic models can improve students' poetry reading skills. 
Teacher Problems in Learning to Write Exposition Text in Elementary School Sukmana, Vegyta Tresya Putri; Rahman
International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (397.403 KB)

Abstract

. Language learning has four skills, one of which is writing skills. Writing skills are closely related to critical thinking because by writing students can develop their thinking about something through writing. The purpose of this study was to explore the activities of teaching writing exposition texts at the elementary school level in terms of models, willingness to study hours, learning resources used and the obstacles faced by teachers in several elementary schools in teaching writing exposition texts. The research method used is a survey method with a cross-sectional survey design. The respondents involved in this study were 20 elementary school teachers who teach in the high class and came from 12 different elementary schools. The survey results show that in the teaching process of writing exposition texts, the majority of teachers still use conventional learning models with the lecture method and make students passive and by utilizing available learning resources in schools so that it has an impact on indicators of learning to write exposition texts, namely about writing essays, compiling and paragraph development, as well as students' effective sentence writing is low.