DOI of the published preprint https://anthor.org/anthor/article/view/1402
The Effectiveness of the SAS (Structural, Analytic, Synthetic) Method on the Beginning Reading Ability of Second-Grade Elementary School Students
Efektivitas Metode SAS (Struktural, Analitik, Sintetik) terhadap Kemampuan Membaca Permulaan Siswa Kelas 2 Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.12503Keywords:
Beginning Reading Skills , Elementary School, Learning EffectivenessAbstract
This study aims to describe the initial reading ability of second-grade students of SDN 1 Semambung before and after the application of the synthetic analytical structural method (SAS), and to test its effectiveness. The study used a quantitative pre-experimental approach with a one-group pretest-posttest design, involving 32 students as research subjects. Data were collected using a 10-item initial reading test. The results showed an average pretest score of 62.50 (range 40-90) which increased to 86.56 (range 70-100) in the posttest, or an increase of 24.06 points. Because the pretest and posttest data were not normally distributed (Shapiro-Wilk, sig. <0.05), hypothesis testing was conducted using the Wilcoxon signed rank test which showed a significant difference (z = -4.99; sig. <0.001). These findings indicate that the SAS method is effective in improving the initial reading ability of second-grade elementary school students.
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