<![CDATA[This study aims to improve the fluent reading skills of a seventh-grade slow learner student at SMP Negeri 3 Malinau Kota through the guided reading method assisted by "Story Calendar" (Kalender Cerita) media. The subject's main problems included low reading ability, high learning anxiety, passivity, and visual-spatial disorientation regarding twin letters (b-d and p-q). This type of research is Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of planning, implementing, observing, and reflecting stages. The subject of this research was one student with slow learner difficulties. Data were collected through teacher and student activity observation sheets, as well as reading learning outcomes performance tests. Data analysis techniques were carried out using qualitative descriptive analysis for the learning activity observation results and quantitative descriptive analysis to measure individual learning outcomes based on the average score formula. The results showed a highly significant increase in each stage. In the initial condition (Pre-Cycle), the subject's learning mastery percentage was only 31.25% (very poor category). After interventions were provided in Cycle I using the Picture Walk technique, Whisper Reading, finger navigation, and Level 1 differentiated writing (copying sentences), the subject's score increased to 56.25%, but had not yet reached the minimum process target of 75%. In Cycle II, through the reinforcement of individual scaffolding, color-coding for twin letters, directed dictation techniques, and Level 2 differentiated writing (arranging word fragments), the subject's ability surged drastically to achieve a mastery percentage of 93.75% (excellent category). Psychologically and affectively, the subject transformed from a passive, anxious, and withdrawn individual into a focused, enthusiastic student who was bold enough to read aloud with proper intonation, and capable of writing full-structured sentences (S-P-O) using 100% correct punctuation mechanics on time. The conclusion of this study is that the implementation of the Guided reading method with a tiered individual guidance (scaffolding) approach is empirically proven to be effective in alleviating cognitive, fine motor, and psychological barriers in slow learner students within an inclusive classroom.]]>
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