Strategi Pembelajaran Membaca Pemahaman Bahasa Prancis Berdasarkan Konstruktivisme di Empat Universitas di Indonesia

Diana Rosita, Endang Ikhtiarti, Indah Nevira Trisna

Abstract


Cette étude vise à décrire l'application du constructivisme dans l'apprentissage de la compréhension écrite en français pour les étudiants du programme d'études en éducation de la langue française dans quatre universités en utilisant une méthode d'enquête descriptive quantitative. Un échantillon de 74 de tous les étudiants du programme d'études en éducation de la langue française de quatre universités, totalisant 740 étudiants. Des tests de validité du contenu et du construit ont été utilisés, et le test de fiabilité Alpha Cronbach était de 0,65 sur 19 questions, ce qui a montré que cette étude était valide et fiable. Les résultats ont montré que la majorité des caractéristiques des répondants étaient de nouveaux étudiants des classes
2022 et 2023, de sexe féminin et âgés de 19 à 21 ans avec des compétences de base en français qui devaient être développées. L'échantillon a montré un intérêt pour les textes liés à l'histoire et à la culture, il a donc fallu les former et leur enseigner beaucoup de stratégies de lecture. La compréhension de lecture est facilitée par des activités interactives et collaboratives telles que des discussions de groupe et des
simulations. L'approche constructiviste est forte dans l'interaction sociale et l'utilisation de contextes culturels pertinents, tandis que la faiblesse est la dépendance des étudiants à l'aide extérieure, ce qui entrave le processus d'apprentissage des étudiants pour construire leurs connaissances de manière indépendante, des améliorations sont donc nécessaires dans le processus d'apprentissage, l'utilisation de la technologie et l'ajout de défis au texte. Cette étude a permis de mieux comprendre dans quelle mesure l'approche constructiviste a été mise en œuvre dans l'apprentissage de la compréhension de lecture en français pour les étudiants de quatre universités.

 

Penelitian ini bertujuan untuk mendeskripsikan penerapan konstruktivisme dalam pembelajaran pemahaman membaca bahasa Prancis pada mahasiswa program studi pendidikan bahasa Prancis di empat universitas dengan menggunakan metode survei deskriptif kuantitatif. Sampel berjumlah 74 orang dari seluruh mahasiswa program studi pendidikan bahasa Perancis dari empat universitas yang berjumlah 740
mahasiswa. Uji validitas isi dan konstruk digunakan, serta uji reliabilitas Alpha Cronbach sebesar 0,65 dari 19 item yang menunjukkan bahwa penelitian ini valid dan reliabel. Hasil penelitian menunjukkan bahwa karakteristik responden mayoritas adalah mahasiswa baru angkatan 2022 dan 2023, berjenis kelamin perempuan dan berusia 19 hingga 21 tahun dengan kemampuan dasar bahasa Prancis yang perlu
dikembangkan. Sampel menunjukkan minat terhadap teks yang berkaitan dengan sejarah dan budaya, sehingga mereka harus banyak dilatih dan diajarkan strategi membaca. Pemahaman membaca difasilitasi melalui kegiatan interaktif dan kolaboratif seperti diskusi kelompok dan simulasi. Pendekatan konstruktivis
kuat pada interaksi sosial dan penggunaan konteks budaya yang relevan, sedangkan kelemahannya adalah ketergantungan pembelajar pada bantuan pihak luar, sehingga menghambat proses belajar pembelajar untuk mengkonstruksi pengetahuannya secara mandiri, oleh karena itu diperlukan perbaikan dalam proses
pembelajaran. , penggunaan teknologi dan penambahan tantangan pada teks. Penelitian ini memberikan pemahaman yang lebih baik tentang sejauh mana pendekatan konstruktivis diterapkan dalam pembelajaran pemahaman membaca bahasa Prancis untuk mahasiswa dari empat universitas.

 

Kata Kunci: Membaca Pemahaman, Konstruktivisme, Mahasiswa Indonesia


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