The Use of Contextual-Based Poster Media to Improve Reading Fluency of Fifth-Grade Elementary School Students with Learning Difficulties

Abstract

The purpose of this study was to use contextual poster media to help fifth-grade elementary school students with learning disabilities improve their reading fluency. The low reading fluency of the students—which was demonstrated by issues with accuracy, fluency, reading pace, and prosody, including word mispronunciation, reluctant reading, and improper intonation—was the driving force for the study. The Kemmis and McTaggart approach was used in this study's two cycles of Classroom Action Research (CAR). Two fifth-grade kids with learning disabilities, designated as SL and AS, served as the research subjects. Tests of reading fluency, documentation, and observation were used to gather data. Reading fluency assessments and observation sheets for teacher and student activities made up the research tools. The pre-action, Cycle I, and Cycle II outcomes were compared in order to analyze the data using descriptive qualitative and quantitative methods. The achievement of the predefined reading fluency metrics was used to determine the action's success. The results demonstrated that students' reading fluency was enhanced by the usage of contextual poster media. While student AS's reading fluency score rose from 74% to 93%, student SL's grew from 66% in Cycle I to 83% in Cycle II. Additionally, during the learning process, students' interest, participation, and self-confidence all showed improvements. Thus, it can be said that fifth-grade elementary school pupils with learning disabilities were able to increase their reading fluency through the usage of contextual poster media.