Implementation Of The Guided Reading Method In Improving The Flutter Reading Ability Of Grade III Students At SDN 1 Sukadana
DOI:
https://doi.org/10.58258/zkyx5943Keywords:
Guided Reading, reading fluency, Classroom Action Research.Abstract
Fluent reading is a fundamental skill that elementary school students must possess, as it serves as the basis for understanding various subjects. However, preliminary observations in the third-grade class at SDN 1 Sukadana revealed that students' fluent reading abilities were still low. Some students had not yet fully mastered letter recognition, read haltingly, and were unable to use proper pronunciation, intonation, pausing, and expression. Therefore, it was necessary to implement a teaching method capable of guiding students according to their reading proficiency levels: the Guided Reading method. This study aimed to improve the fluent reading skills of third-grade students at SDN 1 Sukadana during the 2025/2026 academic year through the implementation of the Guided Reading method. The study employed Classroom Action Research conducted over two cycles. Each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subjects were 25 third-grade students. The assessment of fluent reading skills covered aspects of pronunciation, intonation, pausing, reading fluency, and expression. The results indicated that the implementation of the Guided Reading method improved students' fluent reading skills. The average fluent reading score rose from 59.36 in the pre-cycle stage to 68.64 in Cycle I, and further increased to 77.44 in Cycle II. Class mastery also improved from 40% in the pre-cycle stage to 56% in Cycle I and 84% in Cycle II. Thus, it can be concluded that the implementation of the Guided Reading method is effective in improving reading fluencyReferences
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