Improving Reading Fluency Through an Assignment-Based Repeated Reading Method for At-Risk Slow Learner Students in Grade V at SD Negeri 009 Malinau Kota

Otnelyus L; Ishartiwi

doi:10.63922/ijevss.v5i04.6393

Otnelyus L Universitas Negeri Yogyakarta
Ishartiwi Universitas Negeri Yogyakarta

DOI: https://doi.org/10.63922/ijevss.v5i04.6393

Keywords: Reading Fluency, Slow Learner, Repeated Reading, Classroom Action Research

Abstract

This study was motivated by the low reading fluency of at-risk students with slow learner characteristics in Grade V of SDN 009 Malinau Kota. The students experienced difficulties in reading fluently, made pronunciation errors, read with inappropriate intonation, and required more time to understand texts. This study aimed to describe the implementation of the Repeated Reading strategy and determine its effectiveness in improving students' reading fluency. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection stages. The participants were at-risk students with slow learner characteristics in Grade V of SDN 009 Malinau Kota. Data were collected through observations, reading fluency tests, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The findings indicated that the implementation of the Repeated Reading strategy improved students' reading fluency. The improvement was reflected in better reading accuracy, speed, and expression, as well as increased confidence and participation in reading activities. Therefore, the Repeated Reading strategy is effective in improving the reading fluency of at-risk students with slow learner characteristics in elementary schools.

References

Abdurrahman, M. (2012). Pendidikan Bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta.
Afflerbach, P., Pearson, P. D., & Paris, S. G. (2021). Skills and strategies: Their development and role in reading comprehension. Reading Research Quarterly, 43(4), 364-373.
Fountas, I. C., & Pinnell, G. S. (2021). Guided Reading: Responsive Teaching Across the Grades (2nd ed.). Portsmouth, NH: Heinemann.
Kemmis, S., McTaggart, R., & Nixon, R. (2019). The Action Research Planner: Doing Social Systemic Research. Singapore: Springer.
National Reading Panel (US). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Organisation for Economic Co-operation and Development (OECD). (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. Paris: OECD Publishing.
Rasinski, T. V. (2012). The Fluent Reader: Oral & Silent Reading Strategies for Building Word Recognition, Fluency, and Comprehension (2nd ed.). New York: Scholastic.
Rasinski, T. V. (2022). The Fluent Reader: Oral & Silent Reading Strategies for Building Word Recognition, Fluency, and Comprehension (3rd ed.). New York: Scholastic.
Rasinski, T. V., et al. (2011). The reading fluency-comprehension relation: A closer look. The Reading Teacher, 65(1), 75-84.
Reutzel, D. R., & Cooter, R. B. (2022). Strategies for Reading Assessment and Instruction: Helping Every Child Succeed (6th ed.). Boston: Pearson.
Samuels, S. J. (2021). Toward a theory of automatic information processing in reading, revisited. Journal of Literacy Research, 53(1), 5-15.
Snow, C. E. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Santa Monica, CA: RAND Corporation.
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
Tarigan, H. G. (2015). Membaca sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252-261.
Tohir, M. (2020). Hasil PISA Indonesia Tahun 2018 Turun Dibanding Tahun 2015. Diakses dari ResearchGate.