Implementation Report: Implementation of the Arrange–Read–Tell Technique to Improve the Reading Ability of First-Grade Elementary School Students.

Abstract

Beginning reading skills are fundamental competencies that must be mastered by first-grade elementary
school students. However, several students still experience difficulties in recognizing letters, arranging letters into
words, and reading simple words fluently. This article reports the implementation of the Susun–Baca–Cerita
technique to improve beginning reading skills in Grade I students. The implementation was carried out in two learning
meetings involving 7 students. Learning activities consisted of arranging letters into words, reading words aloud, and
explaining word meanings orally. The results showed an increase in students’ reading achievement. Learning mastery
increased from 28.57% at baseline to 57.14% in the first meeting and 85.71% in the second meeting. These findings
indicate that the Susun–Baca–Cerita technique can support beginning reading development through active and
meaningful learning activities.