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All Journal Jurnal Terapi Wicara dan Bahasa
Laksmy Dewi Sukmakarti
Jurusan Terapi Wicara, Poltekkes Kemenkes Surakarta
Dentistry Medicine & Pharmacology Veterinary

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Profile of Reading Accuracy in Second Grade Elementary School Students Arif Siswanto; Laksmy Dewi Sukmakarti; Virginia Hanandita
Jurnal Terapi Wicara dan Bahasa Vol. 4 No. 2 (2026): Juni 2026
Publisher : Politeknik Kesehatan Kemenkes Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59686/jtwb.v4i2.339

Abstract

Background: Reading accuracy in second grade is a critical foundation for literacy. In second grade, children are in the early stages of learning to read, a critical phase for their future literacy development. This phase is often referred to as learning to read, during which children build the foundations of decoding, fluency, and early comprehension strategies. Objectives: This study aimed to describe the reading accuracy profile of second-grade elementary students, including mean, variation, and score distribution by gender and age. Methods: A quantitative descriptive method was used with 25 students (age 7.1–8.9 years, 48% male, 52% female). The instrument used was the reading subtests of the Indonesian Phonological Awareness Test (IPAT) developed and validated by Wibawati et al. (2025), consisting of three subtests: word reading, non‑word reading, and sentence reading (each score range 0–10). Descriptive statistics (mean, median, standard deviation, skewness, kurtosis, frequency distribution) were applied. Results: Results showed very good mean scores (8.16–8.32), high medians (8–10), but moderate standard deviations (2.04–2.56). A total of 60–68% of students achieved the maximum score of 10, but 4% scored 0. The distribution tended to be negatively skewed. No notable differences were found between male and female scores. Conclusion: the majority of students have mastered reading accuracy well, yet variation still exists and a small group with very low scores requires early intervention. Keywords: Reading Accuracy, Second Grade Elementary School, Ability Profile, Basic Literacy, IPAT.
A Systematic Review of Prosody Implementation by Speech-Language Pathologists in Therapeutic Interaction Laksmy Dewi Sukmakarti; Anggi Resina Putri
Jurnal Terapi Wicara dan Bahasa Vol. 4 No. 2 (2026): Juni 2026
Publisher : Politeknik Kesehatan Kemenkes Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59686/jtwb.v4i2.340

Abstract

Background: Prosody (intonation, pitch, stress, rhythm, speech rate) plays a dual role in speech-language therapy: as both an intervention target and a therapeutic communication tool. Objectives: This study aimed to systematically analyze the implementation of prosody by speech-language pathologists (SLPs) in therapeutic interactions, encompassing clinical practices, barriers, and psychological factors. Methods: A systematic literature review (SLR) was conducted following PRISMA 2020 guidelines, searching PubMed, Scopus, CINAHL, PsycINFO, and ASHAWire for studies published between 2015 and 2026. Of 1,240 identified articles, 7 studies met the inclusion criteria. Results: Thematic synthesis revealed four main themes: low frequency of prosody assessment (only 18–23% of SLPs routinely assessed prosody); primary barriers including lack of formal training (74%), knowledge deficits (67%), and unavailability of practical assessment tools (72–82%); psychological factors positively correlated with clinical practice frequency; and a consistent implementation gap across countries (USA, France, India, Germany). Conclusion: This study recommends integrating prosody as a core competency in SLP curricula and developing practical, validated prosody assessment tools. Keywords: Prosody, Speech-Language Pathologist, Speech Therapist, Therapeutic Interaction, Systematic Review.
Co-Authors Anggi Resina Putri Arif Siswanto Virginia Hanandita