STRATEGI “DIALOGIC READING” UNTUK MENINGKATKAN INTERAKSI GURU DAN SISWA PADA EKSTRAKURIKULER BAHASA INGGRIS DI SEKOLAH DASAR

Dwita Laksmita Rachmawati; Sri Hastari; Yufenti Oktafiah

doi:10.31764/jmm.v6i3.8513

STRATEGI “DIALOGIC READING” UNTUK MENINGKATKAN INTERAKSI GURU DAN SISWA PADA EKSTRAKURIKULER BAHASA INGGRIS DI SEKOLAH DASAR

Dwita Laksmita Rachmawati, Sri Hastari, Yufenti Oktafiah

Abstract

Abstrak: Di Indonesia, bahasa Inggris telah dicanangkan sebagai kegiatan ekstrakurikuler di sekolah dasar sebagaimana diatur dalam kurikulum terbaru, Kurikulum 2013, tidak lagi sebagai mata pelajaran muatan lokal seperti dulu. Posisi bahasa Inggris sebagai kegiatan ekstrakurikuler telah dikritik untuk menurunkan urgensinya untuk diperkenalkan kepada pelajar usia dini. Terlepas dari kontroversi tersebut, Sekolah dasar, termasuk guru, harus siap untuk menerapkan kurikulum yang disarankan dan dilengkapi dengan keterampilan untuk menerapkan strategi mengajar yang relevan dengan Kurikulum. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan membaca teks pedoman “dialogic reading” untuk pengajaran bahasa Inggris di sekolah dasar berdasarkan Kurikulum 2013. Membaca dialogis dijabarkan lebih lanjut kedalam beberapa kegiatan pembelajaran komunikatif, yaitu membaca secara khusus yaitu siswa melakukan dialog atau interaksi dengan guru setelah membaca. Subjek kegiatan pengabdian ini adalah SDIT Bina Insan Cendekia Kota Pasuruan. Peserta dalam kegiatan pengabdian ini adalah dua guru dan 20 siswa SD kelas 4 dari sekolah dasar tersebut. Untuk mengetahui tingkat keberhasilan strategi membaca “dialogic reading” untuk meningkatkan kemampuan membaca dan memahami teks Bahasa Inggris siswa, tim melakukan evaluasi selama kegiatan PKM berlangsung. Kegiatan pengabdian kepada masyarakat ini membuktikan bahwa strategi pembelajaran “Dialogic Reading” mampu meningkatkan kemampuan siswa dalam memahami teks Bahasa Inggris yang dibuktikan dengan adanya partisipasi aktif dari siswa dalam melakukan interaksi dengan guru mengenai sebuah cerita yang diberikan di kelas. Hasil kegiatan PKM ini diharapkan dapat dimanfaatkan oleh guru sekolah dasar dalam lingkup yang lebih luas.

Abstract: In Indonesia, English has been declared as an extracurricular activity in elementary schools as stipulated in the latest curriculum, 2013 Curriculum, no longer as a local content subject as it used to be. The position of English as an extracurricular activity has been criticized for reducing its urgency for introduction to early learners. Despite the controversy, primary schools, including teachers, must be prepared to implement the suggested curriculum and be equipped with the skills to apply teaching strategies relevant to the Curriculum. This community service activity aims to improve the ability to read and comprehend an English text with the strategy of "dialogic reading" for teaching English in elementary schools based on the 2013 Curriculum. Dialogic reading is further elaborated into several communicative learning activities, namely reading specifically, where students engage in dialogue or interaction with the teacher after reading. The subject of this activity is SDIT Bina Insan Cendekia Pasuruan City. Participants in this activity were two teachers and 20 grade 4 elementary school students from the elementary school. To find out the success rate of the “dialogic reading” strategy to improve students' reading and understanding English texts, the team conducted an evaluation during the PKM activity. This community service activity proves that the "Dialogic Reading" learning strategy is able to improve students' ability to understand English texts as evidenced by the active participation of students in interacting with the teacher about a story given in class. The results of this PKM activity are expected to be used by elementary school teachers in a wider scope.

Keywords

Dialogic Reading; Strategy; Reading; 2013 curriculum; Primary school.

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DOI: https://doi.org/10.31764/jmm.v6i3.8513