Learning of Reading Comprehension through Reading Workshop in the Industry 4.0

Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.

Therefore, there should be an introduction and change in habits of students through learning, so that they spend more time to read.
As facilitator, the teacher should present a learning that integrates a learning model with online media.This integration aims at

RESULTS
The followings are the results of hypothesis Hypothesis test results are presented in Table 1 and Table 2. thus that the data was not homogeneous.
Therefore, the t-test' was conducted to examine hypothesis.The result of t-test' showed that the significance value was smaller than 0.005, hence H0 was rejected.
Therefore, it can be concluded that there was no a difference in reading comprehension skills between students in the experimental class and students in the control class before treatment.There are two main aspects that must be made, namely descriptor and scale (see  After the students took the reading workshop learning, they were given the opportunity to read the story they found interesting.
In addition, the students also learned to operate technology for learning purposes or increasing their knowledge.
Furthermore, the existence of online

INTRODUCTION~
The Industrial Revolution 4.0 in education realm is related to the use of technology in learning, so that the purposes of learning are achieved as expected.The existence of technology is expected to help the students access all information in order to enrich their knowledge.The Industrial Revolution 4.0 has shifted the concept of old literacy into new literacy.New literacy is related to individual's literacy to read data, use technology, and improve self-quality (Rahman, Sakti, Widya, & Yugafiati, 2018).The component that needs to be considered in new literacy is the students' ability to read data.Indonesian students' ranking was still in a low position in the interest of reading, speed reading and literacy.It indicates that the students' reading comprehension ability was in the poor category Their reading ability was still in the literate stage, in meaning that they were only able to read, but did not have the cognition to understand a reading.This statement is emphasized by the Governor of DKI Jakarta as a literacy activist, Anies Baswedan Ph.D., in his remarks to commemorate the National Education Day in one of the Public Universities in Indonesia stating that, "Indonesia is in a literacy crisis, there are many Indonesian students who are already good at reading Ruli Setiyadi, Uus Kuswendi & M. Ghiyats Ristiana, Learning of Reading Comprehension… [161] and have an interest in reading, but have low reading power.They do not want to encounter readings with informative and educational content, and avoid reading that has too thick pages."yet reached the stage of making reading activities as a basic need.Rahman (2018) explains that in terms of reading habits, the community currently still considers that reading is an activity to waste time, not to deliberately spend time, which indicates that reading does not become a habit, but rather as insignificant activity.Based on the findings of UNDP in the Human Development Index in 2010, the condition of reading interest in Indonesia was still very low, since Indonesia was ranked 112 out of 175 countries.This is in line with the survey results of UNESCO (United Nation Education Society and Cultural Organization) in 2011, revealing that the index of reading in Indonesian community was really low, which was only around 0.001 (Anita, Nenden, & Nana, 2017).It indicates that there was one out of a thousand Indonesians who had a high reading interest.Referring to abovementioned issue, the efforts to improve reading skills, especially reading comprehension, need to be carried out.According to McMaster, Espin, & Van den Broek (2014), reading comprehension is the process of actively acquiring meaning by involving the readers' knowledge and experience that are related to the contents of reading.Reading comprehension in the context of Industrial Revolution 4.0 is related to obtaining information from online-based mass media.Currently, almost all students can access technology through gadget.They tend to spend their time accessing any contents or game without any control.Nevertheless, they never access the sites in order to search for reading material, such as newspapers, magazines or e-books.
results of the pre-test and the post-reading comprehension were processed using SPSS 21.0 to examine the research hypothesis related to the effect of the online magazine-based reading workshop model on the improvement of students' reading comprehension skills.
upper-grade of primary school, which is an advanced language development process from post-lower-grade.An advanced reading activity is considered as quite complex process compared to initial reading, because it does not only involve the cognitive aspect, but also other aspects in reading process, such as feelings, physical, and critical thinking skills that also play a role (Tampubolon, 2015be assisted by the teachers The first step of reading workshop learning is mini lesson.Mini lesson is a short activity conducted by the teacher to teach Setiyadi, R., Kuswendi, U., & Ristiana, M. G. Learning of Reading Comprehension… [166] reading comprehension methods, and encourage students to read.The students were asked to predict the contents of reading based on the title.Then, the teacher read one of the titles in an online magazine.After mentioning the title of the story, the students were given the opportunity to guess the contents of the story based on the title.The teacher asked students to record their predictions.The second step is read aloud.The read aloud activity was changed by giving direction to students to follow the teacher's instructions.The teacher taught students to access online magazine in order to look for the title mentioned, by the teacher.Then, students were asked to type the address of the online magazine site.third step of the reading workshop model is independent reading and conferring.The students read stories chosen by the teacher.They read stories together with groups.After that, the teacher asked the predictions that had been recorded by the students before reading.The teacher asked students about the accuracy of the predictions and the contents of the story. Students' less precise answer to literate questions were caused by their lack of reading habits.Primary school students were often not interested in seeing a long text.Therefore, the researchers utilized online media to attract students' interest in reading habits.Moreover, students' today are very good at operating electronic devices.The online media selection as Rahman (2018), the use of learning media is an effort to increase students' interest and reading skills.In the 21st century, media used to develop and improve reading skills is increasingly diverse.In addition to reading through books, reading resources can also be accessed in various forms.Reading can be carried out through the features on smartphones, such as digital story books or 2012).Online media can present contextual, audio, and visual learning in an interesting and interactive way.The media used in this research was online magazine to improve the level of fourthgrade primary school students' that are close to their world, whether stories about daily behavior, or fictional stories, such as fairytales or fables.The most important component in children stories is that the contents of story can easily be understood by students.After reading the story, the students were expected to conclude the moral message.Then, the selection of stories according to student characteristics can certainly triggers the development of students' reading interest.In line with Ariawan & Pratiwi (2017), in attempting to present fun reading learning, teachers need to choose the representative discourse, which is a discourse whose contents are in accordance with the characteristics of students, and it can inspire students to keep reading.The last step is sharing.The students along with the teacher discussed the reading results.In this step, every group presented the results of the discussion in the form of answers to questions in the worksheet.If it was literate questions, the student's answer must be in accordance with the text.Meanwhile, it was inferential questions, the students were asked to explain their perspectives related to character behavior or events that occurred in reading.In the sharing process, in accordance with the students' conditions.This aims at ensuring that the standard of assessment was not too high or too low.Rubric is an assessment guide that describes the desired teachers' criteria to assess or rate the results of student performance(Nurgiyantoro, 2014).The rubric contains a list of the characteristics shown through students' performance to the contents of the story logically, but not in accordance with the contents of the story. 1 Students cannot respond to the contents the teacher is required to always introduce new vocabulary and concepts.In this research, the teacher provided different readings in order to enrich students' vocabulary; 2) the teacher is equipped with adequate instructions or guidelines for the teaching and learning process; 3) skills development training is emphasized to reach understanding.The training is carried out at each meeting with different readings; 4) complementary activities are conducted to enrich students' reading experience (Damayanti, Samsudin, Rabbani, Muftianti, & Herdiana, 2016).Yayan (2015) states that at each stage of reading workshop, there are a number of activities that can improve the ability to comprehend the contents of the reading, and has a direct effect on the development of students' characters.This is caused that the implementation of the reading workshop provides the steps and methods that help understanding the contents of the reading, and giving students flexibility to work with their peers and groups.Vygotsky (in Santrock 2012) stated that children construct their knowledge about the world.They develop their knowledge through social interaction and learning with adults, when they are connecting comprehension with languages and signs, and growing it towards verbal thinking.Through the social interaction, students can exchange ideas and thoughts on the topic of learning.In addition, students can also help each other, if there are students who have not been able to understand a reading.In this step, students re also directed to search and find information related to the character of the story, characterization, type of the plots, background in the story, and the message of the story, so that students have a longer level of persistence in comprehending compared with getting the information explained by the teacher.In addition to applying the reading workshop model, this research also used online magazine of www.bobo.grid.idthat .grid.id, then the students looked for stories chosen by the teacher.
magazines introduced the students to access the online magazine assisted by their parents.Therefore, the students were able to distinguish between the useful and less useful contents.If the students could not select useful media content, they began to enter the stage of digital literacy skills.Digital literacy becomes a current community's need, because technological advances that are not accompanied by intelligence in its use can negatively affect human civilization.Digital literacy is the individual's skill to use and understand the use of information and communication technology in order to support the world of education (Kivunja, 2015).This is in line with Bawden (2001) explaining that digital literacy is a skill to read and comprehend the information in the form of hypertext and multimedia.Digital literacy is not just a skill to use digital sources, but also thinking skills related content, and practicing digital literacy skills.Referring to the research results presented by the researchers, it can be concluded that the online magazine-based reading workshop model was able to improve the students' reading comprehension skills.This research result was in line with the research conducted by Nadilla (2016) that implemented the reading workshop mode on the high-school students' reading comprehension skills of narrative texts.CONCLUSION Based on the findings in this research, the conclusion is that the online magazinebased reading workshop model had an effect on the primary school students' Industrial Revolution 4.0 that begins expanding into education realm needs developed by introducing students to the use of technology.This aims Setiyadi, R., Kuswendi, U., & Ristiana, M. G. Learning of Reading Comprehension… [172] at helping student to access useful reading material, since they have not been able to select content selectively, even though they are good at utilizing technology.It is expected that this learning can introduce students to be able to access useful contents.

Ruli Setiyadi, Uus Kuswendi & M. Ghiyats Ristiana, Learning of Reading Comprehension…
conducted, while the t-test' is conducted when the data are not homogenous.Furthermore, if the data is not normally distributed, two different tests on the average of Mann-Whitney must be conducted.

Table 1 .
Hypothesis Test Results before Treatment Table 1 presents that the significance value of the normality test was 0.134, the value was more than 0.05, thus the data was normally distributed.Furthermore, a homogeneity test was conducted, which obtained a significance value of 0.002, Mimbar Sekolah Dasar, Volume 6 Number 2 August 2019 [164]

Table 2 .
Hypothesis Test Results after Treatment

Table 3 .
List of Reading Comprehension Questions

Table 4 .
Rubric of Reading Comprehension Assessment