Implementation Report: Guided Reading to Improve Grade II Students' Reading Skills at SDN 104234 Medan Senembah

Abstract

Early grade elementary students often experience difficulties in reading fluently, pronouncing words accurately, and understanding simple texts. This implementation report describes the use of guided reading to improve the reading skills of second-grade students at SDN 104234 Medan Senembah. The learning objectives emphasized students' ability to read aloud fluently, pronounce words according to punctuation and intonation, and answer simple questions about reading content. The implementation was conducted over two 2 x 35-minute meetings using picture-supported texts, teacher modelling, shared reading, small-group guidance, repeated reading, individual reading practice, and question-and-answer activities. Learning evidence was recorded in aggregate form through reading observation, participation checklists, simple reading tests, and comprehension questions. The results showed that students who read fluently increased from 10 of 25 students (40%) at baseline to 20 of 25 students (80%) in the second meeting. Active reading participation increased from 48% to 84%, reading comprehension improved from 44% to 76%.