Persepsi Guru Bahasa Indonesia Terhadap Pembelajaran Literasi Di SMA Se Kecamatan Tualang

Assyura, Nur Gita (2021) Persepsi Guru Bahasa Indonesia Terhadap Pembelajaran Literasi Di SMA Se Kecamatan Tualang. Other thesis, Universitas Islam Riau.

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Abstract

Teacher's Perception of Literacy Learning At the Indonesian High School Teacher in Tualang District The purpose of this study is to determine the teacher's perception of literacy learning for Indonesian high school teachers in Tualang District. This research is a quantitative descriptive research in the form of collecting data and making a list of questions structured in a questionnaire. Population in this study were all Indonesian high school teachers in Tualang sub-district with a population of 21 teachers. Sampling in this study using a saturated sampling technique on the grounds of using a saturated sample then All populations were sampled as many as 21 teachers, with the following criteria: The following are: Teacher The subject of this study is an Indonesian language teacher at SMA in Tualang sub-district totaling 21 people (Sugiyono, 2012:124). The data collection method used is an assessment instrument (questionnaire), analysis quantitative data (numbers) with the aim of testing the hypotheses that have been applied. While the data analysis technique used is statistics descriptively by calculating the percentage of the score (mean) on a questionnaire based on indicators of teacher perception and literacy learning. This matter it can be seen the results of the acquisition of the percentage of literacy learning based on indicators on the questionnaire at 33.3% of respondents said very good about Students must be trained in listening to the explanation of the subject matter of teachers, 47.6% of respondents who said they were good about students should be trained in listening to the explanation of the subject matter from the teacher 28.6% of respondents stated very well about students being given practice in listening subject matter from the teacher. There is a difference in the teacher's perception based on functional factors and structural factors.

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