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All Journal International Journal of Education, Vocational and Social Science
Otnelyus L
Universitas Negeri Yogyakarta
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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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
International Journal of Education, Vocational and Social Science Vol. 5 No. 04 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i04.6393

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.
Co-Authors Ishartiwi