Students' Perception on The Use of Dual-Coding Theory (DCT) in Reading Descriptive Texts
DOI:
https://doi.org/10.17977/um064v2i22022p205-216Keywords:
-Abstract
Abstract: This study aims to investigate seventh graders’ perception on the implementation of Dual-Coding Theory (DCT) in reading descriptive texts at MTsN 1 Kota Malang. It involved ten regular classes with a total of 296 students. The data were collected through questionnaires. The questionnaire consists of 20 statements with a 4-point Likert scale, concerning about the students’ opinion on (1) the effect of pictures on the students’ ability to conjure up objects, (2) the effect of pictures on their attitudes, and (3) the use of pictures in identifying word meaning and main idea. The findings show that the perception of the students on the use of DCT in reading descriptive text is positive. 91.3 percent students agree that the use of DCT contributes positively to the learning process. First, it helps students to imagine what is written in the descriptive text. Second, it attracts the students’ interest and increases their motivation to read descriptive text. Third, DCT helps students in identifying word meanings and its main ideas. Therefore, DCT is an effective method to enhance descriptive reading skill.Keywords: perception; reading comprehension; Dual-Coding Theory
Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi siswa kelas 7 MTsN 1 Kota Malang terhadap penggunaan Dual-Coding Theory (DCT) dalam membaca teks deskriptif. Kelas tersebut terdiri dari 10 kelas reguler yang berjumlah 296 siswa. Data diambil melalui kuesioner. Kuesioner terdiri dari 20 pernyataan dengan menggunakan skala Likert 4 poin, mengenai persepsi siswa pada (1) pengaruh gambar terhadap kemampuan siswa dalam membayangkan benda, (2) pengaruh gambar terhadap sikap siswa, dan (3) penggunaan gambar dalam mengidentifikasi makna kata dan gagasan utama. Hasil penelitian menunjukkan bahwa persepsi siswa tentang penggunaan DCT dalam membaca teks deskriptif adalah positif. 91,3 persen siswa setuju penggunaan DCT memberikan kontribusi positif terhadap proses pembelajaran. Pertama, membantu siswa untuk membayangkan apa yang tertulis dalam teks deskriptif. Kedua, menarik minat siswa dan meningkatkan motivasi mereka untuk membaca teks deskriptif. Ketiga, DCT membantu siswa dalam mengidentifikasi makna kata dan gagasan utamanya. Oleh karena itu, DCT merupakan metode yang efektif untuk meningkatkan keterampilan membaca teks deskriptif.
Kata kunci: persepsi; pemahaman membaca; Dual-Coding Theory
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