PENERAPAN LITERASI MEMBACA DALAM MENGEMBANGKAN KETERAMPILAN BERCERITA PESERTA DIDIK KELAS IV DI SDN 3 ABUAN

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan penerapan literasi membaca dalam mengembangkan keterampilan bercerita peserta didik kelas IV di SDN 3 Abuan, serta mengidentifikasi kendala dan upaya yang dilakukan guru dalam pelaksanaannya. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara, studi pustaka, dan dokumentasi terhadap guru, kepala sekolah, serta peserta didik kelas IV. Hasil penelitian menunjukkan bahwa penerapan literasi membaca dilaksanakan secara terencana melalui kegiatan membaca rutin setiap hari Rabu di perpustakaan sekolah. Kegiatan ini terdiri dari tiga tahapan, yaitu membaca mandiri, menulis ringkasan, dan menceritakan kembali isi bacaan secara lisan. Melalui penerapan tersebut, peserta didik menunjukkan peningkatan dalam pemahaman isi teks, penguasaan kosakata, serta keberanian berbicara di depan kelas. Literasi membaca juga membantu menumbuhkan minat baca dan rasa percaya diri dalam bercerita. penelitian menemukan beberapa kendala, antara lain rendahnya minat baca siswa, kurangnya kepercayaan diri saat bercerita, serta keterbatasan bahan bacaan yang menarik. Selain itu, penggunaan gadget di rumah juga menjadi faktor yang menghambat kebiasaan membaca. Upaya yang dilakukan guru untuk mengatasi kendala tersebut antara lain dengan mengembangkan pojok baca di kelas, memberikan bimbingan menulis ringkasan, menerapkan kegiatan membaca, menulis, bercerita secara terstruktur, serta mendorong kolaborasi antara guru dan kepala sekolah dalam penyediaan bahan bacaan tambahan. Kesimpulan dari penelitian ini menunjukkan bahwa penerapan literasi membaca di SDN 3 Abuan berperan penting dalam meningkatkan keterampilan bercerita peserta didik. Program literasi membaca tidak hanya melatih kemampuan berbahasa, tetapi juga membangun karakter, kreativitas, dan kepercayaan diri siswa. Oleh karena itu, disarankan agar program literasi sekolah terus diperkuat secara berkelanjutan dengan dukungan sarana membaca yang memadai dan strategi pembelajaran yang inovatif.          

This study aims to describe the implementation of reading literacy in developing storytelling skills among fourth-grade students at SDN 3 Abuan, as well as to identify the challenges and efforts made by teachers in its implementation. This research employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, literature review, and documentation involving teachers, the principal, and fourth-grade students as the main informants.The results showed that the implementation of reading literacy was carried out in a structured manner through regular reading activities every Wednesday in the school library. These activities consisted of three stages: independent reading, writing summaries, and orally retelling the content of the reading. Through this implementation, students demonstrated improvements in text comprehension, vocabulary mastery, and confidence in speaking in front of the class. Reading literacy also helped foster students’ interest in reading and their self-confidence in storytelling. However, the study also found several challenges, including low reading interest, lack of self-confidence during storytelling activities, and limited access to engaging reading materials. In addition, the use of gadgets at home was identified as a factor that hinders students’ reading habits. To overcome these issues, teachers made several efforts, such as developing classroom reading corners, providing guidance in writing summaries, implementing structured reading–writing–storytelling activities, and collaborating with the principal to provide more varied reading materials.The conclusion of this study indicates that the implementation of reading literacy at SDN 3 Abuan plays a crucial role in improving students’ storytelling skills. The reading literacy program not only enhances language skills but also contributes to building students’ character, creativity, and self-confidence. Therefore, it is recommended that the school’s literacy program be continuously strengthened through adequate reading facilities and the application of innovative learning strategies.