Learning Implementation Report: Application of Story Reading Composition Techniques to Improve Reading Skills of Grade 1 Elementary School Students
DOI:
https://doi.org/10.21070/ups.12087Keywords:
Reading Composition Technique, Reading Ability, Grade 1 Elementary School, Classroom Action Research.Abstract
This study aims to improve the initial reading skills of first-grade elementary school students through the
application of story-telling techniques. The main problem of the study is the low reading ability and lack of motivation
of students in recognizing letters and syllables. The method used is Classroom Action Research (CAR) which is
implemented in two cycles, including the planning, action, observation, and reflection stages. The story-telling
technique is applied with the media of randomized word/sentence cards, then students are asked to arrange them into
a complete, meaningful story. The results of the study indicate that the use of the story-telling technique can
significantly increase students' reading activity and ability.
Downloads
References
Frans, S. A., Ani, Y., & Wijaya, Y. A. (2023). Kemampuan Membaca Pemahaman Siswa Sekolah Dasar
[Reading Comprehension Skills of Elementary School Students]. Diligentia: Journal of Theology and Christian
Education, 5(1), 54. https://doi.org/10.19166/dil.v5i1.6567
Dafit. (2017). Pengaruh Model Pembelajaran Multiliterasi Terhadap Kemampuan Membaca Siswa Kelas
I Sekolah Dasar. Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah dasar, 1(1).
Ayu, Q. R., & Sudarsini. (2016). MetodeSyllabic untuk Meningkatkan Keterampilan Membaca Permulaan Anak
Autis. 2(1984), 21–23.
Yuliana. (2009). Analisis pelaksanaan bermain suku kata dalam mengembangkan kemampuan membaca
permulaan pada anak usia dini. 1–12.
Nainggolan, M. F., & Rahdiani, S. (2020). Upaya Meningkatkan Kemampuan Membaca Permulaan
Menggunakan Syllabic Method. Jurnal TEKESNOS, 2(1), 49–56.
Downloads
Additional Files
Posted
Categories
License
Copyright (c) 2026 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
