The Influence of The SAS (Structural Analytical Synthesis) Method on Initial Reading Ability in Public Lemah Putro 3 Elementary School
Pengaruh Metode SAS (Struktur Analisis Sintesis) Terhadap Kemampuan Membaca Permulaan di Sekolah Dasar Negeri Lemah Putro 3
DOI:
https://doi.org/10.21070/ups.8951Keywords:
SAS Method, Reading Ability, Pre-Experimental, Elementary SchoolAbstract
For elementary school students, this skill forms an important foundation for learning. Many elementary school students still struggle to master this skill. The SAS method is considered a solution for improving early reading skills. This study employed a quasi-quantitative method accompanied by a pre-experimental approach with a one-group pre-test post-test design. Target subjects in this study were second-grade students at Lemah Putro 3 Elementary School. The sample consisted of 16 second-grade students. Data collection techniques were conducted through initial reading tests and observation. Data analysis techniques used paired sample t-tests to compare pre-test and post-test scores. The SAS method significantly improved early reading skills, by an increase in post-test scores compared to the pre-test. From the data analysis obtained, the average learning success score was only 80.4, while the average post-test score using the SAS learning strategy increased to 92.5%.
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