Penerapan Metode Shared Reading Untuk Meningkatkan Minat Baca
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Published:
Dec 30, 2022
Keywords:
Shared Reading, Implementation, Reading Interest
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Abstract
This article is a literature review to find out the concept of shared reading and its application in order to increase reading interest. Indonesian people's reading interest is relatively low, in order to improve literacy culture can be started by forming reading habits in children. Shared reading is a reading strategy that involves collaborative activities using books to read together. To be able to maximize the use of the shared reading method, several forms of implementation can be carried out such as the use of media and technology, making dictionaries, availability of reading materials and class setting. Shared reading can give children a pleasant experience in reading, introduce them to books, the meaning of reading and form their own reading habits.
Article Details
How to Cite
Penerapan Metode Shared Reading Untuk Meningkatkan Minat Baca. (2022). Indonesian Journal of Behavioral Studies, 2(2), 89-96. https://doi.org/10.19109/ijobs.v2i2.14511
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Articles
How to Cite
Penerapan Metode Shared Reading Untuk Meningkatkan Minat Baca. (2022). Indonesian Journal of Behavioral Studies, 2(2), 89-96. https://doi.org/10.19109/ijobs.v2i2.14511
References
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Booth, D & Swart, L. (2004). Literacy Technique 2nd Edition. USA : Pemboke Publisher
Chiang, I. N. (2016). Reading Habits, Language Learning Achievements and Principles for Deep Knowledge. Linguistics and Literature Studies 4(3): 203-212, 2016.
Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4–14. https://doi.org/10.1037/a0027238.
Huang, H. (2012). iPad Reading: An Innovative Approach to New Literacies. Thesis. National Taiwan Ocean University
Kelana, I. (2022). Minat Baca Masyarakat Perlu Ditingkatkan, KBI Ajak Masyarakat Gemar Membaca. https://www.republika.co.id/berita/rhwxl3374/minat-baca-masyarakat-perlu-ditingkatkan-kbi-ajak-masyarakat-gemar-membaca
Marta, L. (2011). Motivation for reading and Writing in Kindergarten Teacher. Reading Psychology, 32:272–299, 2011.
Ong, J. (2014). A tension between theory and practice: Shared reading program. Reading, 14(2).
Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly. Advanced online publication https://doi.org/10.1016/j.ecresq.2018.04.001.
Parkes, B. (2000). Read it Again : Revisiting Shared reading. USA : Strenhouse Publisher
Richter, A., & Courage, M. L. (2017). Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall. Journal of Applied Developmental Psychology, 48, 92–102. http://dx.doi.org/10.1016/j.appdev. 2017.01.002
Schoen, I. (2012). Effects of Method and Context of Note-taking on Memory: Handwriting versus Typing in Lecture and Textbook-Reading Contexts. Thesis. Pitzer College
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502.
Slavin, R.E. (2011). Psikologi Pendidikan Teori dan Praktik, Ed 9. Jakarta : Indeks.
Strouse, G. A., & Ganea, P. A. (2017). Parent-toddler behavior and language differ when reading electronic and print picture books. Frontiers in Psychology, http://dx.doi.org/10.3389/fpsyg.2017.00677.
Timpany, C., Vanderschantz, N., Hinze, A., Cunningham, S. J., & Wright, K. (2014). Shared reading of children’s interactive picture books. In International Conference on Asian Digital Libraries (pp. 196-207). Springer, Cham.
Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. Educational Psychology. an International Journal of Experimental Educational Psychology, 36, 323–346. doi:10.1080/01443410.2014.963029
Booth, D & Swart, L. (2004). Literacy Technique 2nd Edition. USA : Pemboke Publisher
Chiang, I. N. (2016). Reading Habits, Language Learning Achievements and Principles for Deep Knowledge. Linguistics and Literature Studies 4(3): 203-212, 2016.
Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49, 4–14. https://doi.org/10.1037/a0027238.
Huang, H. (2012). iPad Reading: An Innovative Approach to New Literacies. Thesis. National Taiwan Ocean University
Kelana, I. (2022). Minat Baca Masyarakat Perlu Ditingkatkan, KBI Ajak Masyarakat Gemar Membaca. https://www.republika.co.id/berita/rhwxl3374/minat-baca-masyarakat-perlu-ditingkatkan-kbi-ajak-masyarakat-gemar-membaca
Marta, L. (2011). Motivation for reading and Writing in Kindergarten Teacher. Reading Psychology, 32:272–299, 2011.
Ong, J. (2014). A tension between theory and practice: Shared reading program. Reading, 14(2).
Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly. Advanced online publication https://doi.org/10.1016/j.ecresq.2018.04.001.
Parkes, B. (2000). Read it Again : Revisiting Shared reading. USA : Strenhouse Publisher
Richter, A., & Courage, M. L. (2017). Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall. Journal of Applied Developmental Psychology, 48, 92–102. http://dx.doi.org/10.1016/j.appdev. 2017.01.002
Schoen, I. (2012). Effects of Method and Context of Note-taking on Memory: Handwriting versus Typing in Lecture and Textbook-Reading Contexts. Thesis. Pitzer College
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502.
Slavin, R.E. (2011). Psikologi Pendidikan Teori dan Praktik, Ed 9. Jakarta : Indeks.
Strouse, G. A., & Ganea, P. A. (2017). Parent-toddler behavior and language differ when reading electronic and print picture books. Frontiers in Psychology, http://dx.doi.org/10.3389/fpsyg.2017.00677.
Timpany, C., Vanderschantz, N., Hinze, A., Cunningham, S. J., & Wright, K. (2014). Shared reading of children’s interactive picture books. In International Conference on Asian Digital Libraries (pp. 196-207). Springer, Cham.
Van den Heuvel-Panhuizen, M., Elia, I., & Robitzsch, A. (2016). Effects of reading picture books on kindergartners’ mathematics performance. Educational Psychology. an International Journal of Experimental Educational Psychology, 36, 323–346. doi:10.1080/01443410.2014.963029