<![CDATA[This study aims to determine the implementation of the Structural Analytic Synthetic (SAS) method in improving students' reading interest and early reading skills. The scope of the research is limited to 14 second-grade students at SD Negeri 3 Bero for the 2025/2026 academic year who experienced difficulties such as not fully recognizing letters and still spelling. The research method utilized Classroom Action Research (CAR) conducted in two cycles, comprising planning, acting, observing, and reflecting stages. The analyzed research data consisted of reading skills test scores, reading interest questionnaires, and observation sheets, which were processed using quantitative-descriptive analysis to calculate averages and learning mastery percentages. The findings indicate that the implementation of the SAS method is highly effective. An interesting fact is shown by the contrast in students' performance leap; during the pre-cycle stage, reading interest mastery was at 0% (average 32.93) and reading skills mastery was only 21% (average 17.5). Following the intervention, the SAS method successfully transformed learning behavior, making students more enthusiastic and active. Structured activities gradually guided students to understand the connection between letters, syllables, words, and simple sentences concretely, making reading lessons more engaging, accessible, and successful.]]>
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