Sociocognitif Model to Improve the Early Reading of Elementary
School Students
Indah Nurmahanani, Munir, Yeti Mulyati, Andoyo Sastromiharjo
Departement of Indonesian literature Universitas Pendidikan Indonesia
Keywords: Sociocognitive model, elementary school, early reading
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.
1 INTRODUCTION
Reading has a very important social role in human
life. First, reading is an indispensable
communication tool in a cultured society. Second,
the reading produced in every era in history is
largely influenced by the social background of the
developing language. The third is that as far as
recorded history, reading has produced two different
groups, namely groups that unite different social
groups by growing the attitudes, ideas, interests and
aspirations of the people, while the other groups
sharpen differences by stimulating and strengthen
the differences of opinion with negative
(destructive) differences. Therefore education
experts must determine ways to readily promote
personal well-being and group progress especially
for students who rank the progress of the nation and
state (Tarigan, 1987).
Reading according to the understanding of
psycholinguistics involves many cognitive factors,
for example a written symbol, vision, short-term
memory, language and grammar, meaning,
knowledge of the world or environment. The
definition of reading according to this understanding
is a psycholinguistic process that applies when a
reader reshapes in the mind the meaning to be
conveyed by an author through written symbols read
by the reader (Smith, 1971; Tarigan, 1987;
Steinberg, 1990; Tampubolon, 1987, 1993;
Kamarudin, 1996).
Some other psycholytic experts have also tried to
explain the close relationship between information
that comes from text and information that comes
from readers. Goodman (1978, 1973, 1978), figures
who are often associated with picolinguistic views or
perspectives, often state that the reading process
needs to be considered as a process of interaction
between the reader and written language because in
the process the reader always tries to compile all
information author. According to him reading is a
receptive phase rather than written communication.
In written language, a message has been coded by
the author in written symbols and the reader tries to
arrange all the messages from the author, not only
through his eyes, but through visual perception,
knowledge of the language, experience and
acquisition of concepts in the reading process
previous. So it is clear that reading is a
psycholinguistic study, meaning that the reader does
Nurmahanani, I., Munir, ., Mulyati, Y. and Sastromiharjo, A.
Sociocognitif Model to Improve the Early Reading of Elementary School Students.
DOI: 10.5220/0008997002310236
In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 231-236
ISBN: 978-989-758-405-3
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
231

not use all the information that can be obtained from
phonology, syntax and semantics but uses the
information that at least leads to the shortest
meaning (Goodman, 1978). This is in line with the
opinion of Smith (1971, 1975) which explains that
the reading process is a cognitive process.
The main purpose of reading is to get the true
meaning (Kamarudin and Siti Hajar, 1996). When
reading, the reader's main task is to regain meaning
(Smith, 1971; Sougate, 1972; Zaini, 1993). Reading
is one form of communication and the goal is to
accept the goal through written form. Thus, a
reading teaching program must rely on achieving
this goal (Steinberg, 1990). Thus, cognitive
psycholyticitics rejects the definition of reading
according to the old understanding of learning
theory which states that reading is an activity to
recognize words and structures by sounding them or
in the heart and then drawing meaning from the
words (Kamarudin, 1996).
Based on the above description of reading
theory, reading research and general
psycholinguistics, Steinberg (1990) suggests five
basic principles of teaching reading to children.
These principles are:
1. Reading must involve meaningful words,
phrases, and sentences.
2. Reading must depend on the understanding of
speech and not on the results of speech.
3. Reading does not have to depend on language
teaching or new concepts.
4. Reading does not have to depend on teaching
writing.
5. Learning to read should be fun.
Knowing the purpose of reading for teachers and
parents is very important because the introduction of
various objectives in teaching reading will
encourage teachers to act as facilitators. The
acceptance and recognition of goal-oriented
approaches to reading teaching shows greater
responsibility in education. This means that
everything that is done can be accounted for to all
parties, namely parents, educators and students.
Burns et.al. (1984) describes that there are 2
components in reading activities, namely, the
reading process and the product or reading result.
The aspects of the reading process are as follows:
a. Sensory
b. Perception
c. Order
d. Experience and thinking
e. Study associations
f. Affective
Whereas the product or result of reading is
communication, if the reader understands the idea or
idea that has been written by the author.
In Indonesia, some of the early reading methods
that are still used in elementary schools at this time,
among others:
a. Alphabet Method
b. Spelling Method
c. Syllabic Method
d. Whole Word Method
e. Syntaxis Method
f. Structural Analytic Syntatic Method
g. Four Steps Steinberg Method
Based on the types of methods above, in terms of
pedagogy and psychology (characteristics of
children's language development), all of these
methods can be used by combining one method with
another. In addition, it can also combine several
superior methods, adapted to the characteristics of
the child and the ability of the teacher. The
combination of several methods is called the
electrical method (Hartati. 2010)
In this study the first reading goal (behavioral) is
a concrete and very appropriate target given to early
grade elementary school children as the next reading
foundation. According to Beech (in Tarigan, 1987),
children develop certain strategies in the effort to
master the ability to read early. This strategy may be
considered in the following development rankings:
1. The development of logographic structures,
namely the strategies of children in analyzing
words and giving support to certain features.
These features are analyzed from three
dimensions:
a. The length of the words
b. Certain letters
c. Position of letters in words
With these three dimensions, children are able to
recognize and distinguish words, if the children
already have a set of concrete words.
1. The development of graphem processing and the
relationship of phoneme grapheme, namely the
development of the ability to analyze symbols
that are sometimes in words and knowledge of
sound symbol relationships. A graph is one letter
or several letters representing phonemes.
2. The development of phoneme processing is the
ability of children to analyze words that are
spoken in phoneme rankings.
3. Use of context information, namely the ability of
children to guess words that they do not
recognize based on context information. This
means that the syntactic and semantic knowledge
mastered is used to help him recognize new
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words. (this is in accordance with Goodman's
opinion (1978) which holds that those who are
adept at reading more use grapheme and
phoneme information obtained in read words.
This is in accordance with Velluntino (in Hartati
1998) who argues that to be proficient at reading
one must be able to master, know the word so
that it reaches the automatic ranking).
Muakibatul Hasanah's research (2015) shows the
application of other models in research related to
interventions in early reading learning. With the title
"Development of a Beginning Literacy Learning
Model in an Emergent Literacy Perspective",
Hasanah developed a preliminary literacy learning
model to improve student literacy competence. The
data of this research are the results of a curriculum
study of early reading and writing learning, the
results of an implementation survey and suggestions
for beginning reading and writing learning in
elementary schools, as well as the results of a
prototype test model for early reading and writing
learning in elementary schools. Research with this
development model yields: (1) a model of an initial
read-write learning guide sorted out by the nature of
the initial read-write and initial reading-writing
learning strategy in an emergent literacy perspective,
and (2) an initial read-write magazine model with
performance standards which has the characteristics
of language, content, and technique.The studies
above, differ from the research that is being
designed by the author. In this study, the authors
designed a study focusing on the development
sociocognitive.
Sociocognitive theory is often referred to as
social learning theory or observational learning
theory. This theory includes a learning theory that is
relatively new compared to other learning theories
that have been widely introduced. It is different from
other adherents of behaviorism. Bandura views
individual behavior not merely as an automatic
reflex of the existence of a stimulus (S-R), but also
the result of reactions that arise as a result of
interactions between the environment and the
individual's cognitive scheme itself. The basic
principle of learning according to this theory, that
what individuals learn is done through imitation and
the presentation of examples of behavior (modeling).
Social learning theory still views the importance of
conditioning through the provision of reward and
punishment. With conditioning, an individual will
think and decide which social behavior needs to be
done in learning.
Social learning theory is an extension of
traditional behavioral learning theory (behavioristic).
The theory of social learning was developed by
Albert Bandura (1986). Sociocognitive theory
adopts most learning principles that are developed
with behavioral learning theory but places more
emphasis on the impressions and cues of behavioral
change, also on internal mental processes. So, in
social learning theory uses external reinforcement
explanations and internal cognitive explanations to
understand how to learn from others.
In the view of social learning, human beings are
not driven by internal forces and are not influenced
by environmental stimuli. Social learning theory
emphasizes that environments which are confronted
by a person by chance are often chosen and changed
by themselves through their own behavior.
According to Bandura, as quoted by (Kard, 1997:
14) that "most humans learn through selective
observation and remember the behavior of others".
Therefore, Bandura said that the essence of social
learning is modeling, and modeling is one of the
most important steps in learning.
2 METHOD
This study used a quasi-experimental approach with
the equivalent control group design, (Majid Konting,
1994). The researcher has provided an experimental
group and a control group consisting of subjects that
have been combined before the study begins in the
form of class (group). The choice of class (group) is
chosen based on students' ability to read. This design
is suitable to be used to examine educational
problems because the subject is in the actual
learning conditions. The design of this study is as
follows:
Experimental Group O
X O
Control Group O
- O
Instructions : O = Pretest and Postest
X = Treatment
3 RESULTS AND DISCUSSIONS
The analysis made on the data of the results of the
preliminary and final examinations plus the data of
observations to the experimental group showed that
the initial reading program based on the
sociocognitive model gave a positive impression as a
Sociocognitif Model to Improve the Early Reading of Elementary School Students
233

teaching program for early grade elementary school
children. The effectiveness of the program is
strengthened by the decision of the t-test. The t-test
shows the effectiveness of the initial reading
program based on the sociocognitive model
significantly, ie "t"-count (11.47) is greater than the
"t"-table (2.66), at the confidence level of 0.99.
Similarly, in terms of the ability to read aloud,
Steinberg's initial reading program was effective in
terms of the score of the score increase for the
experimental group of 29.77 and for the control
group 5.90. The "t"-test for the loud reading aspect
also confirmed a significant difference between the
experimental group and the control group. To see the
effectiveness of the program can be observed in the
following table:
Figure 1: Comparison of Achievement of Sociocognitive
Implementation
Table 1: Effectiveness of the Sociocognitive model
Experimental
Group
Control
Group
Early
Examination
44,06
45,67
Final
Examination
91,06
51,7
Value Increase
47
6,03
Data from the table shows that the average score
of the initial test in the experimental group and the
experimental group is not much different. Min the
initial test score of the comparison group is 45.67
while the average value of the experimental group is
44.06. This shows that the ability to read early
research subjects is almost the same. Three months
after the experiment, the group used as the
experimental subject showed a high increase in
value, namely 47.00, while the comparison group
also increased by 6.03 values. This data is based on
the final examination results which show the
acquisition of average values for the experimental
group 91.06 while the control group obtains 51.70.
These values are a combination of the
comprehension test scores of reading words and
sentences and the test of reading aloud and sentences
through recording techniques.
Complete data for each aspect of the research can
be seen in the table below:
Table 2: Comparison of the value of the initial test average
based on the research aspects
Group
Reading
Comprehension
Exams
A loud reading test
Total
Word
Sentence
Word
Sentence
Experimental
17.23
3.60
16.90
6.33
44.06
Control
18.133
3.80
16.233
7.50
45.67
Table 3: Comparison of the average final test scores based
on the research aspects
Group
Reading
Comprehension
Exams
A loud reading test
Total
Word
Sentence
Word
Sentence
Experime
ntal
28.70
9.36
28.30
24.70
91.06
Control
18.23
3.83
19.27
10.37
51.70
To clarify the acquisition of students' scores on
the initial test and final examination, below are the
acquisition values of the experimental group and the
control group. Likewise the increase in the value of
the two groups.
From the description above, the four formulation
of research problems that have been stated can be
answered briefly as follows:
1. The initial sociocognitive reading program gives
a positive impression on the mastery of early
reading of elementary school children, especially
children who have just entered elementary
school.
2. Based on the posttest (final exam) in the
experimental group elementary school children
were able to read 28.30 words and 8.23
sentences.
3. The types of words children can read in early
reading learning are:
a. The word kinship: mother, father, brother and
sister.
b. Nouns, like animals: chickens, cats, Diah;
Items: milk, rice, dolls.
c. Word of action / verb: sleep, read, eat.
d. Adjective: good, happy, sad.
The types of sentences that can be read by
elementary school children, especially the early
classes, are as follows:
0
20
40
60
80
100
Ujian Awal
Ujian Akhir
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a. Sentence statement: ini mama nani, ini baju baru
nana
b. Interrogative sentence: nenek mana, kakek pergi
ke mana
c. Imperative sentence: ayo nyanyi, ayo adik
minum susu
d. Exciting sentence: aduh sakit kaki, wah bagus
rumah bibi
The above sentences consist of the most basic
sentences and complex sentences (especially for
elementary school children), and most children have
been able to read them.
1. From observations during the pretest, the
experimental period to the post-test period,
several difficulties were encountered by
elementary school children in the initial reading
learning as follows:
A. Add phonemes:
a. Addition at the beginning of the word,
like the word ayam is read by Hayam
b. Addition at the end of the word, like papa
becomes papah, mama becomes mamah,
ini becomes inih, and itu becomes ituh.
B. Reduction of phonemes:
c. Reduction at the beginning, like: kucing
read ucing
d. Reduction at the end, such as: asik is read
ade or adi
C. Change consonants:
Example: burung become bulung, marah
become malah, tidur becomes iduy.
D. Monoftongization (diphthong removal):
Example: Diftong au, as in the word kerbau
read kerbo or kebo. Diftong ai, as in the word
air is read a-ir or a-er.
E. Digraf:
Like phoneme ng in the words senang, read
senan or senag. The phoneme ny in the word
senyum, read sen-yum.
F. Change words:
example: itu becomes ini
Data from the final exam shows that elementary
school children aged 6-7 years and entering
elementary school can read an average of 28.30
words consisting of conjunctions, nouns, verbs and
adjectives. The type of sentence that can be read
consists of the most basic sentence with a subject-
predicate pattern to a rather complex sentence for
children, such as the subject-predicate-subject
pattern. Types of sentences that can be read consist
of sentence statements, question sentences,
command sentences, and exciting sentences. In this
study on average children can read 8.23 sentences
from the total 10 sentences.
Based on statistical tests (t-test) it can be stated
that by early reading based on Steinberg given to
children just entering elementary school aged 6-7
years can give a positive effect so that this program
can be used to teach and improve early reading
skills. Likewise, the statistical test of the ability to
read words and sentences based on differences in the
increase in both group values, namely the
experimental group and the control group, has
proven the effectiveness of early reading to apply
the cognitive social model.
Compared to the control group that had a better
initial test score average (45.67), the experimental
group that had a lower initial test score average
(44.06) had shown an increase in the score on the
final examination by 47 points. This is very different
from the control group which only increased by 6.03
points. This shows that programs that are structured
and based on social learning theory, such as the
initial reading program with sociocognitive models
are far more impressive than obscure reading
programs without being based on certain teaching
theories and principles.
Judging from the achievement of other research
aspects, namely the achievement of reading
comprehension tests and loud reading tests, the
experimental group has shown a high increase in
average, which is 17.23 points for an increase in the
reading comprehension test of 29.77 for an increase
in loud reading scores. While the average increase in
value in the control group was as follows: for the
improvement of the comprehension examination
reading 0.127, and the increase in the reading aloud
value was 5.907 points.
Thus the initial reading program based on the
sociocognitive model that has been tested on 30
children who have just entered elementary school
aged between 6-7 years, has shown positive signs as
an effective initial reading program.
4 CONCLUSIONS
The effectiveness of a teaching program means that
the program guides and increases students' behavior
from inability or a little progress to mastering
reading skills in accordance with the program
objectives. Quantitatively and qualitatively, the
initial reading program based on the sociocognitive
model has a positive influence according to its
purpose. However researchers are aware of some of
the limitations of this study, especially in terms of
research samples, short research time and limited
research instruments. Considering the importance of
Sociocognitif Model to Improve the Early Reading of Elementary School Students
235

the results of research and this program is still
considered new in the world of early reading in
Indonesia, further and more thorough research
should be carried out.
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