Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023)

<Previous Article In Volume
Next Article In Volume>

The Effect of Group Discussion on Understanding Connotative Meaning in Reading of Grade IV Elementary School Students

Authors
Arum Puspitha Pertiwi1, *, Ganung Anggraini1
1Master of Elementary School Study Program, Universitas PGRI Yogyakarta, Yogyakarta, Indonesia
*Corresponding author. Email: arumpertiwi81@guru.sd.belajar.id
Corresponding Author
Arum Puspitha Pertiwi
Available Online 31 December 2023.
DOI
10.2991/978-2-38476-176-0_52How to use a DOI?
Keywords
connotative meaning; group discussion; literacy; intervention
Abstract

Understanding connotative meaning plays a central role in language literacy. This study aimed to investigate the effect of group discussion intervention on grade IV students’ understanding of connotative meaning. This study was conducted at Karanggondang, Bantul Elementary School, in the even semester of the 2022/2023 academic year. The quasi-experimental pre-post test method was used in this study. The research sample consisted of fourth-grade students randomly selected to follow the group discussion intervention. The instrument used was a connotative meaning comprehension test composed of four indicators. The test data were analysed using the Wilcoxon signed ranks test to see the difference between pre-test and post-test and univariate analysis to analyse changes in mean scores. The results showed that the group discussion intervention significantly impacted students’ understanding of connotative meaning (Z = 2.12, p < 0.05). In addition, there was an increase in mean scores on all indicators of understanding connotative meaning after the intervention. Based on these results, we recommend implementing a group discussion intervention method in language learning to improve students’ understanding of connotative meaning. In addition, further research can explore other factors that may affect the effectiveness of this method, as well as consider the use of technology as a supporting tool in improving students’ understanding of connotative meaning.

Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
31 December 2023
ISBN
978-2-38476-176-0
ISSN
2352-5398
DOI
10.2991/978-2-38476-176-0_52How to use a DOI?
Copyright
© 2023 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Arum Puspitha Pertiwi
AU  - Ganung Anggraini
PY  - 2023
DA  - 2023/12/31
TI  - The Effect of Group Discussion on Understanding Connotative Meaning in Reading of Grade IV Elementary School Students
BT  - Proceedings of the 2nd UPY International Conference on Education and Social Science (UPINCESS 2023)
PB  - Atlantis Press
SP  - 369
EP  - 374
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-176-0_52
DO  - 10.2991/978-2-38476-176-0_52
ID  - Pertiwi2023
ER  -