Sociocognitif Model to Improve the Early Reading of Elementary School Students

Munir, Indah Nurmahanani, Yeti Mulyati, Andoyo Sastromiharjo

2019

Abstract

This research is an experimental study that tries to apply the Cognitive Social Model in early reading of elementary school student. The main purpose of this study was to examine the effectiveness of applying Albert Bandura's Sociocognitive Model to the mastery of early reading in elementary school. The Sociocognitive Model is also called the Social Learning Theory or Observational Learning Theory. The basic principle of the Cognitive Social Model is about what individuals learn, especially in social and moral learning occurs through imitation and the presentation of examples of behavior (modeling). In this study, students performed the imitation process and were given examples of behavior in words, phrases, sentences and discourses. The results showed that there was a significant difference in the increase of the mean value between the experimental group values (47.00) and the control group (6.03). The average of student ability to read words is 28.30 and the average of reading sentence is 8.23. Learning materials and exam materials consist of 30 words, containing family words, objects, verbal and characteristics. The number of sentences tested are ten pieces consisting of simple sentences and rather complex sentences, containing statement sentences, questions, commands and exclamation sentence.

Paper Citation

in Harvard Style

Nurmahanani I., Munir., Mulyati Y. and Sastromiharjo A. (2019). Sociocognitif Model to Improve the Early Reading of Elementary School Students.In Proceedings of the International Conference on Education, Language and Society - Volume 1: ICELS, ISBN 978-989-758-405-3, pages 231-236. DOI: 10.5220/0008997002310236

in Bibtex Style

@conference{icels19,
author={Indah Nurmahanani and Munir and Yeti Mulyati and Andoyo Sastromiharjo},
title={Sociocognitif Model to Improve the Early Reading of Elementary School Students},
booktitle={Proceedings of the International Conference on Education, Language and Society - Volume 1: ICELS,},
year={2019},
pages={231-236},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0008997002310236},
isbn={978-989-758-405-3},
}

in EndNote Style

TY - CONF

JO - Proceedings of the International Conference on Education, Language and Society - Volume 1: ICELS,
TI - Sociocognitif Model to Improve the Early Reading of Elementary School Students
SN - 978-989-758-405-3
AU - Nurmahanani I.
AU - Munir.
AU - Mulyati Y.
AU - Sastromiharjo A.
PY - 2019
SP - 231
EP - 236
DO - 10.5220/0008997002310236