<![CDATA[ABSTRACT Reading difficulties among early-grade elementary school students remain a challenge in literacy instruction because they involve reading fluency, spelling, initial-sound recognition, vocabulary development, listening comprehension, and dictation. These conditions indicate the need for concrete, systematic, and developmentally appropriate reading instruction. This study aimed to improve the reading fluency of second-grade students through the implementation of the Picture Word Inductive (PWI) model. The study employed a Classroom Action Research design conducted in two cycles involving 27 second-grade students at SD Pembangunan Laboratorium UNP. Data were collected through observation, process assessment, and reading skill assessment and were analyzed descriptively based on changes across cycles. The indicators of action success were demonstrated by improvement in reading fluency from Cycle I to Cycle II and the achievement of a very good qualification at the end of the action. The findings showed that teacher and student activities increased from 87.49 to 95.83, representing an 8.34-point increase, while reading fluency increased from 75.81 to 93.37, representing a 17.56-point increase, with the qualification changing from sufficient to very good. Thus, the implementation of PWI through picture observation, word identification, guided reading, and evaluation supported improvements in reading fluency instruction among early-grade students. ABSTRAK Kesulitan membaca pada peserta didik kelas awal sekolah dasar masih menjadi persoalan dalam pembelajaran literasi karena berkaitan dengan kelancaran membaca, pengejaan, pengenalan bunyi, penguasaan kosakata, pemahaman informasi lisan, dan dikte. Kondisi tersebut menunjukkan perlunya pembelajaran membaca yang konkret, bertahap, dan sesuai dengan karakteristik peserta didik. Penelitian ini bertujuan untuk meningkatkan keterampilan membaca lancar peserta didik kelas 2 melalui penerapan model Picture Word Inductive (PWI). Penelitian menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus pada 27 peserta didik kelas 2 SD Pembangunan Laboratorium UNP. Data dikumpulkan melalui observasi, penilaian proses, dan penilaian keterampilan membaca, kemudian dianalisis secara deskriptif berdasarkan perubahan antarsiklus. Indikator keberhasilan tindakan ditunjukkan melalui peningkatan keterampilan membaca lancar dari siklus I ke siklus II dan tercapainya kualifikasi sangat baik pada akhir tindakan. Hasil penelitian menunjukkan bahwa aktivitas guru dan peserta didik meningkat dari 87,49 menjadi 95,83 atau sebesar 8,34 poin, sedangkan keterampilan membaca lancar meningkat dari 75,81 menjadi 93,37 atau sebesar 17,56 poin, dengan perubahan kualifikasi dari cukup menjadi sangat baik. Dengan demikian, penerapan PWI melalui kegiatan pengamatan gambar, pengenalan kata, membaca terbimbing, dan evaluasi dapat mendukung perbaikan pembelajaran membaca lancar peserta didik kelas awal.]]>
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