Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School

Agusalim Agusalim, Suryanti Suryanti, Irwan Irwan

DOI: https://doi.org/10.31004/basicedu.v5i2.701

Article Metrics

Abstract Views : 119 times
PDF Downloaded : 34 times

Abstract


This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.

Full Text:

PDF

References


Akubuilo, F., Okorie, E. U., Onwuka, G., & Uloh-Bethels, A. C. (2015). Reading Readiness Deficiency in Children: Causes and Ways of Improvement. Journal of Education and Practice, 6(24), 38–43.

Bucci, M. P., Seassau, M., Larger, S., Bui-Quoc, E., & Gerard, C.-L. (2014). Effect of visual attention on postural control in children with attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 35(6), 1292–1300.

Chou, M.-J., & Cheng, J.-C. (2015). Parent-Child Aesthetic Shared Reading with Young Children. Universal Journal of Educational Research, 3(11), 871–876.

Dewani, H. W. (n.d.). Development of Media Pop Up Card Folklore to Improve the Critical Reading Skills of Grade-IV Students Elementary School.

Erlina, D., Mayuni, I., & Akhadiah, S. (2016). Whole language-based English reading materials. International Journal of Applied Linguistics and English Literature, 5(3), 46–56.

Ernawati, P., Raharjo, T. J., & Sugiyo, S. (2019). Effect of Word Card Games and Picture Cards on the Introduction of The Concept of Beginning Reading and Writing in Early Childhood. Journal of Primary Education, 8(7), 11–17.

Fazriani, N., Setianingsih, T., & Firman, E. (2020). The Effectiveness Of Word Card As Media To Improve Students’ English Vocabulary. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 4(3).

Keesey, S., Konrad, M., & Joseph, L. M. (2015). Word boxes improve phonemic awareness, letter–sound correspondences, and spelling skills of at-risk kindergartners. Remedial and Special Education, 36(3), 167–180.

Kikas, E., Silinskas, G., & Soodla, P. (2015). The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support. International Journal of Behavioral Development, 39(5), 402–412.

Kuo, Y., & Ho, H.-Y. (2012). Effects of Word Card Strategy versus Word List Strategy on Taiwanese EFL Junior High School Students’ Vocabulary Retention. Electronic Journal of Foreign Language Teaching, 9(1).

Kusumadewi, R. A. K., & Subroto, W. T. (2019). Development of Quiz Card Media to Improve Reading Skills and Critical Thinking on Student. International Journal of Educational Research Review, 4(3), 367–372.

McKie, B. K., Butty, J.-A. M., & Green, R. D. (2012). Reading, reasoning, and literacy: Strategies for early childhood education from the analysis of classroom observations. Early Childhood Education Journal, 40(1), 55–61.

Mukaromah, D., Mutoharoh, A., Pramudwiatmoko, A., Tsutoh, S., Gutmann, G., Konagaya, A., Putri, Y. E., Wiryono, S., Nainggolan, Y., & Cahyono, T. D. (2019). Digital Quiz as Media to Review Material for English Education Students. Script Journal: Journal of Linguistic and English Teaching, 4(2), 88–100.

Utomo, F. B. B. (2018). Developing illustrated story books to improve beginning reading skills and learning motivation. Jurnal Prima Edukasia, 6(2), 118–128.

Wiropati, Y., Karsidi, R., & Gunarhadi, G. (2017). THE IMPROVEMENT OF READ ALOUD ABILITY BY USING WORD CARD MEDIA OF SECOND GRADE STUDENTS IN SDN 1 PAJANG No. 93 SURAKARTA, INDONESIA ACADEMIC YEAR 2016/2017. European Journal of Special Education Research.

Yuli, E., & Ruswandy, I. (2019). MODIFICATION OF DOMINO CARD GAME AS AN ALTERNATIVE TO THE INTRODUCTION OF LETTERS FOR EARLY AGE CHILDREN. EMPOWERMENT: Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah, 8(2), 135–142.

Zhao, J., Zhao, P., Weng, X., & Li, S. (2014). Do preschool children learn to read words from environmental prints? PloS One, 9(1), e85745.


Altmetric Dimensions

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Agusalim, SUryanti, Irwan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.