Kelekatan Guru dan Motivasi Membaca

Gian Fitria

Kelekatan Guru dan Motivasi Membaca

Gian Fitria

Abstract

The research background is the lack of teacher attachment in developing children reading interest. Through a survey approach, this study aimed to describe the conditions of attachment between teacher and child toward children motivation to read. The sample was taken randomly, which consisted of 57 students in grade 3 of elementary school and two teachers. The data was collected by questionnaire and analyzed by using descriptive statistics. The results showed that students' reading motivation based on students' perceptions was in the medium category (40%), while based on teachers' perceptions it was in the low category (82.45%). The positive attachment that occurred was in the low category (63.15%), while the negative attachment was in the low category (78.9%). Teachers need to build positive attachment, especially in increasing students' motivation to read.

Penelitian ini dilatarbelakangi dengan minimnya kelekatan guru yang terbentuk terutama dalam mengembangkan minat baca. Melalui pendekatan survey, penelitian ini bertujuan untuk menggambarkan kondisi kelekatan atau attachment antara guru dan anak serta motivasi membaca. Sampel diambil secara acak, yang terdiri dari 57 siswa kelas 3 Sekolah Dasar dan dua orang guru.Teknik pengumpulan data yang akan digunakan berupa angket. Adapun data dianalis melalui statistic deskriptif. Hasil penelitian menunjukkan bahwa motivasi membaca siswa berdasarkan persepsi siswa termasuk kategori sedang (40%), sedangkan berdasarkan persepsi guru termasuk kategori rendah (82.45%). Kelekatan positif yang terjadi termasuk pada kategori rendah (63.15%), sednagkan untuk kelekatan negatif termasuk kategori rendah (78.9%). Guru perlu membangun kelekatan yang positif terutama dalam meningkatkan motivasi membaca siswa.

Kata Kunci: kelekatan, guru, motivasi membaca

DOI: http://dx.doi.org/10.23960/jpa.v6n1.20865

Full Text:

PDF

References

Kobak, R. (1999). The emotional dynamics of disruptions in attachment relationships: Implications for theory, research, and clinical intervention. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 21 – 43). New York: Guilford.

Litbang. (2011). Laporan Kemampuan Membaca Anak Indonesia Dunia. Jakarta: Data Puspendik.

Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-Sort Assessment of Child–Teacher Attachment Relationships and Social Competence in the Preschool. Early Education & Development, 8(1), 27–39. https://doi.org/10.1207/s15566935eed0801_3.

Niklas, F., & Schneider, W. (2013). Home Literacy Environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. https://doi.org/10.1016/j.cedpsych.2012.10.001.

Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.

Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children’s language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28(1), 94–101. https://doi.org/10.1016/j.ecresq.2012.07.001.

Rudasill, K. M. (2011). Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26(2), 147–156. https://doi.org/10.1016/j.ecresq.2010.07.002.

Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher–child relationship quality: The roles of child temperament and teacher–child interactions. Early Childhood Research Quarterly, 24(2), 107–120. https://doi.org/10.1016/j.ecresq.2008.12.003.

Verschueren, K., & Koomen, H. M. Y. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development, 14(3), 205–211. https://doi.org/10.1080/14616734.2012.672260.