Penerapan Metode Struktural Analitik Sintetik Sebagai Upaya Meningkatkan Ketrampilan Membaca Permulaan Siswa Kelas 1 SDN Sugiwaras 1
Keywords:
Synthetic Analytical, Beginning Reading Skills, Reading Skills EnhancementAbstract
This study aims to examine the application of the Structural Analytical Synthetic (SAS) method in improving early reading skills in grade 1 students of SDN Sugiwaras 1. Early reading learning is an important aspect in elementary education that requires an effective method to help students recognize and master basic reading concepts. The SAS method was chosen because of its systematic and structured approach, which allows students to analyze and synthesize words directly, making it easier for them to understand letters, syllables, and words in a complete context. This study uses a Classroom Action Research (CAR) design which is implemented in two cycles. Each cycle consists of four stages: planning, implementation, observation, and reflection. Data were collected through observation, pretest and posttest, and documentation. Data analysis was carried out using a quantitative approach to measure the improvement of students' reading skills, and a qualitative approach to analyze the results of observations and reflections from each cycle. The results showed that the application of the SAS method can improve the early reading skills of grade 1 students of SDN Sugiwaras 1. This improvement can be seen from the average score of students who experienced a significant increase in the posttest after the SAS method was implemented. In addition, observations of student behavior also showed an increase in interest and motivation in reading activities. This study concluded that the Structural Analytical Synthetic method can be used as an alternative effective method in improving early reading skills in grade 1 of elementary school. The researcher also suggested that teachers adapt this method by paying attention to the individual needs of students and actively involving students in each stage of learning.
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