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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Sangkalemo
Abd Rahman Azahari
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN TALKING STICK TERHADAP KETERAMPILAN BERBICARA DALAM PELAJARAN BAHASA INDONESIA KRISTINA AYU RAHMADANI; Abd Rahman Azahari; Widya Permata Dilla
Sangkalemo : The Elementary School Teacher Education Journal Vol. 4 No. 2 (2025): Juli
Publisher : PGSD FKIP UPR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/sangkalemo.v4i2.21050

Abstract

Speaking is one of the essential language skills that elementary school students are expected to master in learning Indonesian. However, many students face difficulties in orally expressing ideas, especially when dealing with new vocabulary. This study aimed to investigate the effect of the Talking Stick learning model on the speaking skills of fifth-grade students at SDN 11 Langkai. This research employed a pre-experimental method using One-Group Pretest-Posttest Design. The study was conducted over three sessions on March 11, 13, and 18, 2025, involving 26 students of Class V-A. The research instrument was an oral test used to assess speaking skills. The collected data were analyzed using the Wilcoxon Signed-Rank Test, as the posttest data were not normally distributed. The instrument was validated through expert judgment by lecturers specialized in Indonesian Language Education. The findings revealed an improvement in the students’ average scores from 52.9 in the pretest to 80.4 in the posttest. The Wilcoxon test result showed a significance value of 0.000 (p < 0.05), indicating a significant effect of the Talking Stick model on students’ speaking skills. This model fostered active participation, boosted students’ confidence, and facilitated structured and contextual expression of ideas. Therefore, the Talking Stick learning model can be considered an effective approach to developing students’ speaking skills in elementary education.
STRATEGI GURU KELAS DALAM MENGATASI PESERTA DIDIK YANG MENGALAMI KESULITAN MEMBACA DI KELAS 1 SDN 10 LANGKAI DITINJAU DARI METODE MULTISENSORI Aulia Yasmin Indi Hanifah; Diplan; Abd Rahman Azahari; Kristiani Natalina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45682

Abstract

This study is motivated by the difficulties in early reading experienced by first-grade students at SDN 10 Langkai, such as recognizing letters, distinguishing letter sounds, and combining letters into simple words. To address these issues, teachers implemented a multisensory learning method involving visual, auditory, kinesthetic, and tactile aspects. This study aims to describe the teacher’s strategies in overcoming reading difficulties and to identify the outcomes of the multisensory method applied to students. This research employed a descriptive qualitative approach, with research subjects consisting of first-grade teachers, students experiencing reading difficulties, and their parents. Data were collected through observation, semi-structured interviews, and documentation. Data analysis used the Miles and Huberman model, including data reduction, data display, and conclusion drawing, with data validity ensured through source and technique triangulation. The results indicate that the implementation of the multisensory method was carried out effectively and had a positive impact on students’ reading abilities. The visual aspect was applied through the use of pictures and letter cards, the auditory aspect through repetition of letter sounds, the kinesthetic aspect through movement activities, and the tactile aspect through the use of concrete media. This approach improved students’ ability to recognize letters, pronounce sounds accurately, and read simple words. In addition, students became more active, enthusiastic, and confident in the learning process. However, the improvement was not evenly distributed among students, as it was influenced by differences in initial ability, learning motivation, and parental support. Therefore, consistent implementation at school and support from families are needed to optimize students’ reading development.
Co-Authors Aulia Yasmin Indi Hanifah Diplan Kristiani Natalina KRISTINA AYU RAHMADANI Widya Permata Dilla