Transforming Imaginative Narrative Reading Learning by Literacy Cloud-Assisted PQ4R Model: A Case Study of 2nd-grade Students

Puput Widiyaningsih; Nur Latifah; Cecilia Obi Nja

doi:10.56741/ijlree.v4i02.1028

Authors

Puput Widiyaningsih Universitas Muhammadiyah Prof Dr Hamka
Nur Latifah
nurlatifah@uhamka.ac.id
Universitas Muhammadiyah Prof Dr Hamka
Cecilia Obi Nja University of Calabar https://orcid.org/0000-0002-3879-1720

DOI:

https://doi.org/10.56741/ijlree.v4i02.1028

Keywords:

Imaginative Narrative Text, Learning to Read, Learning Transformation, Literacy Cloud, PQ4R, Primary School

Abstract

This study explores how the PQ4R learning method (Preview, Question, Read, Reflect, Recite, and Review) and digital media by Literacy Cloud can help second-grade students better at reading imaginative stories. This study used a pretest-posttest control group design using a quasi-experimental method. There were two groups: an experimental group and a control group. The sample consisted of two classes with 26 students in each class, so there were 52 students in total. The researchers tested imaginative narrative reading skills before and after the learning activities to collect data. The experimental group learnt utilizing the PQ4R method, supported by Literacy Cloud, while the control group used the usual learning method. After analyzing the data, the results showed that both groups enhanced their average reading scores. The experimental group's average score improved by 5.15 to 8.00, while the control group's score went up by 4.85 to 6.27. A paired t-test showed a significant difference between the scores before and after learning in both groups (p = 0.000). An independent t-test also showed a clear difference between the post-test scores of the two groups (p = 0.000), with the experimental group scoring 1.731 points higher on average than the control group. Based on the results, it can be concluded that the PQ4R learning model, supported by Literacy Cloud, is effective in helping second-grade elementary students improve their ability to read imaginative stories.

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Author Biographies

Puput Widiyaningsih, Universitas Muhammadiyah Prof Dr Hamka

is a student pursuing an educational path at the Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Muhammadiyah Prof. Dr. Hamka (UHAMKA), Jakarta. As part of his academic journey, this writing is a final effort expected to be the gateway to a bachelor's degree. Beyond meeting educational requirements, this work was born out of simple expectations. So, every written letter can be part of the great effort to build civilization through education. (email: widiyaningsihpuput@gmail.com).

Nur Latifah, Universitas Muhammadiyah Prof Dr Hamka

is a lecturer at the Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, University of Muhammadiyah Prof. Dr. Hamka (UHAMKA), Jakarta, Indonesia. She managed to earn a doctorate in education with a special focus on Indonesian language education. His main research interests include teacher education, Indonesian language learning development, and innovation in the world of learning. His various scientific works and thoughts have been poured out through books and articles at the national and international levels. (email: nurlatifah@uhamka.ac.id).

Cecilia Obi Nja, University of Calabar

is an academic at the University of Calabar, Nigeria. She is known for his works in the field of metacognitive learning strategies, one of that is through a publication entitled "Relative Efficiency of PQ4R Metacognitive Learning Strategy on Students Academic Achievement in Electrochemistry in Calabar Education Zone, Cross River State, Nigeria" The presence of thoughts and references by Dr. Cecilia in writing this article gives a broader perspective and enriches the theoretical framework used. (email: njacecilia@gmail.com).

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