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All Journal ACADEMIA: Jurnal Inovasi Riset Akademik
Indriyana Rachmawati
Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia
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EFEKTIVITAS INTERVENSI REPEATED READING DENGAN STRATEGI SELF-MONITORING TERHADAP KELANCARAN MEMBACA SISWA KELAS 6 SD Eka Rosita; Indriyana Rachmawati
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.13837

Abstract

Reading fluency remains a challenge for some elementary school students and may hinder reading comprehension and overall academic achievement. Although repeated reading and self-monitoring have been widely investigated separately, studies integrating both strategies using a Single Subject Research (SSR) approach in elementary school settings remain limited. This study aimed to examine the effectiveness of repeated reading combined with a self-monitoring strategy in improving the reading fluency of sixth-grade elementary school students. The study employed a Single Subject Research approach using an A–B–A design involving two sixth-grade students at SDI Al-Irsyadiah Sangkulirang who experienced reading fluency difficulties. Data were collected through oral reading tests and structured observations using Correct Words Per Minute (CWPM) as the indicator of reading fluency. Data were analyzed descriptively using visual analysis within and across conditions. The results indicated that both participants demonstrated improved reading fluency following the intervention. Participant M improved from 27–34 CWPM during the baseline-1 phase to 33–51 CWPM during the intervention and maintained 44–51 CWPM during baseline-2. Participant RF improved from 77–84 CWPM to 77–118 CWPM during the intervention and maintained 111–120 CWPM during baseline-2. The Percentage of Non-overlapping Data (PND) was 100% for participant M and 75% for participant RF, indicating that the intervention was effective. These findings suggest that repeated reading combined with a self-monitoring strategy is effective in improving reading fluency among sixth-grade elementary school students. ABSTRAK Rendahnya kelancaran membaca masih menjadi kendala yang dialami sebagian siswa sekolah dasar dan dapat menghambat pemahaman bacaan serta keberhasilan belajar. Meskipun strategi repeated reading maupun self-monitoring telah banyak diteliti secara terpisah, kajian yang mengintegrasikan kedua strategi tersebut pada siswa sekolah dasar dengan pendekatan Single Subject Research (SSR) masih terbatas. Penelitian ini bertujuan menganalisis efektivitas intervensi repeated reading yang dipadukan dengan strategi self-monitoring terhadap kelancaran membaca siswa kelas VI SD. Penelitian menggunakan pendekatan Single Subject Research dengan desain A–B–A yang melibatkan dua siswa kelas VI SDI Al-Irsyadiah Sangkulirang yang mengalami hambatan kelancaran membaca. Data dikumpulkan melalui tes membaca nyaring dan observasi menggunakan indikator jumlah kata benar yang dibaca per menit (Correct Words Per Minute). Analisis data dilakukan secara deskriptif melalui analisis visual dalam kondisi dan antar kondisi. Hasil penelitian menunjukkan bahwa kedua subjek mengalami peningkatan kelancaran membaca setelah diberikan intervensi. Subjek M meningkat dari 27–34 kata benar per menit pada fase baseline-1 menjadi 33–51 kata benar per menit selama intervensi dan bertahan pada 44–51 kata benar per menit pada fase baseline-2. Subjek RF meningkat dari 77–84 kata benar per menit menjadi 77–118 kata benar per menit selama intervensi dan bertahan pada 111–120 kata benar per menit pada fase baseline-2. Nilai Percentage of Non-overlapping Data (PND) sebesar 100% pada subjek M dan 75% pada subjek RF menunjukkan bahwa intervensi tergolong efektif. Dengan demikian, repeated reading yang dipadukan dengan strategi self-monitoring efektif meningkatkan kelancaran membaca siswa kelas VI sekolah dasar.
PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN DENGAN MEDIA STORYBOOK DIGITAL PADA PEMBELAJARAN BAHASA INDONESA BAGI SISWA DENGAN RESIKO SLOW LEARNER KELAS IV Wahyudi; Indriyana Rachmawati
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.13842

Abstract

Reading skills are fundamental competencies that remain challenging for students at risk of being slow learners, as they often experience difficulties in word recognition, reading fluency, and reading comprehension. These conditions require instructional media that are engaging and responsive to students' learning characteristics. This study aimed to improve the reading skills of students at risk of being slow learners through the implementation of digital storybook media in Grade IV at SD Negeri 002 Muara Ancalong. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles. The participants were Grade IV students identified as being at risk of becoming slow learners. Data were collected through observations, reading skill tests, interviews, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings showed that students' average reading achievement increased from 52.98% in the initial condition to 66.07% in Cycle I and 94.05% in Cycle II, indicating that the predetermined success criteria were achieved. Improvements were observed in reading fluency, pronunciation accuracy, reading comprehension, and students' participation during classroom activities. The novelty of this study lies in the use of digital storybook media as an interactive learning resource specifically designed to accommodate the learning characteristics of students at risk of being slow learners by integrating text, illustrations, and digital features that encourage active reading engagement. These findings indicate that digital storybook media can serve as an alternative instructional medium to support the improvement of reading skills among elementary school students at risk of being slow learners. ABSTRAK Kemampuan membaca merupakan keterampilan dasar yang masih menjadi tantangan bagi siswa dengan risiko slow learner karena mereka cenderung mengalami kesulitan dalam mengenali kata, membaca secara lancar, dan memahami isi bacaan. Kondisi tersebut memerlukan penggunaan media pembelajaran yang menarik dan sesuai dengan karakteristik belajar siswa. Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa dengan risiko slow learner melalui penerapan media storybook digital di kelas IV SD Negeri 002 Muara Ancalong. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian adalah siswa kelas IV yang teridentifikasi memiliki risiko slow learner. Data dikumpulkan melalui observasi, tes kemampuan membaca, wawancara, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan kemampuan membaca siswa dari rata-rata 52,98% pada kondisi awal menjadi 66,07% pada Siklus I dan meningkat menjadi 94,05% pada Siklus II, sehingga indikator keberhasilan penelitian tercapai. Peningkatan terjadi pada aspek kelancaran membaca, ketepatan pengucapan, pemahaman isi bacaan, serta partisipasi siswa selama pembelajaran. Kebaruan penelitian ini terletak pada pemanfaatan media storybook digital sebagai media interaktif yang dirancang untuk mengakomodasi karakteristik belajar siswa dengan risiko slow learner melalui penyajian teks, ilustrasi, dan fitur digital yang mendukung keterlibatan siswa dalam proses membaca. Temuan penelitian menunjukkan bahwa penerapan storybook digital dapat menjadi salah satu alternatif media pembelajaran untuk memperbaiki kemampuan membaca siswa dengan risiko slow learner di sekolah dasar.
Co-Authors Eka Rosita Wahyudi