The Effectiveness of Repeated Reading and Supported Cloze Procedure to Improve Beginning Reading Skills in Elementary School Slow Learner Students
DOI:
https://doi.org/10.30872/psikoborneo.v12i1.12742Keywords:
Repeated Reading, Supported Cloze Procedure, Reading SkillsAbstract
Literacy plays a very important role in the academic performance and overall development of elementary school students. However, many elementary school age children experience problems in reading, including fluency, accuracy and reading comprehension. This affects the learning process and causes poor academic results. The initial reading ability of 4th grade elementary school slow learner students at MI Salafiyah Mahbubiyah still has not received special treatment to improve their reading ability. Improving initial reading skills in slow learner students must be done in the right way, one of which is repeated reading and supported cloze procedures. To overcome this problem, the intervention was carried out using the repeated reading method and supported cloze procedure. The aim of this research is to see the effectiveness of repeated reading and supported cloze procedures to improve the beginning reading abilities of slow learner students in grade 4 of elementary school. This intervention aims to improve early reading skills in elementary school children who experience slow learning. This research uses a single case experimental design, where the subjects are 4th grade elementary school students. The development of the subject's reading ability was measured using Gickling and Armstrong's checklist, namely Reading Proficiency and Error Checklists. The results of the research show that there is a difference after being given the repeated reading and supported cloze procedure technique and before being given the repeated reading and supported cloze procedure on the subject. This means that (Ha) is accepted and (Ho) is rejected. So, it can be concluded that the repeated reading and supported cloze procedure is effective in improving the initial reading skills of slow learner students in grade 4 of elementary school.References
Amara, N. (2015). Errors Correction in Foreign Language Teaching. The Online Journal of New Horizons in Education, 5(3), 58–68.
Chall, J. S. (2013). The Great Debate: Ten years later, with a modest proposal for reading stages. Theory and Practice of Early Reading: Volume 1, 29–56. https://doi.org/10.4324/9781315060101
Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406. https://doi.org/10.1177/00222194020350050101
Claranita, R., & Suprapti, V. (2022). Metode fernald Untuk Siswa Lamban Belajar, Apakah Dapat Meningkatkan Kemampuan Membacanya? Psikostudia: Jurnal Psikologi, 11(4), 551–560.
Eckert, T. L., Ardoin, S. P., Daly, E. J., & Martens, B. K. (2002). Improving Oral Reading Fluency: a Brief Experimental Analysis of Combining an Antecedent Intervention With Consequences. Journal of Applied Behavior Analysis, 35(3), 271–281. https://doi.org/10.1901/jaba.2002.35-271
Education, S., Children, T., February, N., Lo, Y., Cooke, N. L., Starling, A. L. P., & Carolina, N. (2018). Using a Repeated Reading Program to Improve Generalization of Oral Reading Fluency Author ( s ): Ya-yu Lo , Nancy L . Cooke and A . Leyf Peirce Starling Published by : West Virginia University Press Stable URL : https://www.jstor.org/stable/42900103 Using. 34(1), 115–140.
Friedland, A., Gilman, M., Johnson, M., & Demeke, A. (2017). Does Reading-While-Listening Enhance Students’ Reading Fluency? Preliminary Results from School Experiments in Rural Uganda. Journal of Education and Practice, 8(7), 82–95.
Guzel-Ozmen, R. (2011). Evaluating the effectiveness of combined reading interventions on improving oral reading fluency of students with reading disabilities. Electronic Journal of Research in Educational Psychology, 9(3), 1063–1086. https://doi.org/10.25115/ejrep.v9i25.1469
Hidayat, I. N. (2018). Pengaruh Teknik Repeated Reading Terhadap Kemampuan Reading Fluency Pada Siswa Kelas Iii Sekolah Dasar. Psympathic : Jurnal Ilmiah Psikologi, 6(1), 766–775. https://doi.org/10.15575/psy.v6i1.2134
Hintze, J. M., Callahan, J. E., Matthews, W. J., Williams, S. A. S., & Tobin, K. G. (2002). Oral reading fluency and prediction of reading comprehension in African American and Caucasian elementary school children. School Psychology Review, 31(4), 540–553. https://doi.org/10.1080/02796015.2002.12086173
Hornery, S., Seaton, M., Tracey, D., Craven, R. G., & Yeung, A. S. (2014). Enhancing reading skills and reading self-concept of children with reading difficulties: Adopting a dual approach intervention. Australian Journal of Educational and Developmental Psychology, 14(SPEC. ISS.), 131–143.
Ja’afar, H. (2016). Repeated Reading: Enhancing Fluency Development of Struggling Readers of Differing Socio Economic Status. English Education National Conference, 1, 127–142.
Justin I. Odegaard, & Chawla, A. (2008). Public Access. Bone, 23(1), 1–7. https://doi.org/10.1037/a0029312.Single-Case
Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002
Kuswardani, H. P., Suprapti, V., & Paramita, P. P. (2023). The Effectiveness of a Combined Intervention Approach for Improving Reading Fluency in Elementary School Students. Psikostudia : Jurnal Psikologi, 12(3), 341. https://doi.org/10.30872/psikostudia.v12i3.11033
Manolov, R., Gast, D. L., Perdices, M., & Evans, J. J. (2014). Single-case experimental designs: Reflections on conduct and analysis. Neuropsychological Rehabilitation, 24(3–4), 634–660. https://doi.org/10.1080/09602011.2014.903199
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283–306. https://doi.org/10.1007/s11881-999-0027-8
Novinta, D. N., & Mastuti, E. (2023). Can Rational-Emotive Behavior Therapy (REBT) Reduce Academic Anxiety in High School Students? Psikostudia : Jurnal Psikologi, 12(1), 123. https://doi.org/10.30872/psikostudia.v12i1.9787
Parker, D. C., & Burns, M. K. (2014). Using the Instructional Level as a Criterion to Target Reading Interventions. Reading and Writing Quarterly, 30(1), 79–94. https://doi.org/10.1080/10573569.2012.702047
Putri, L. M. (2023). Pentingnya Dukungan Keluarga dalam Meningkatkan Motivasi Belajar Siswa. 11(4), 623–632. https://www.kompasiana.com/lifia543/648d44384addee50597d9a12/pentingnya-dukungan-keluarga-dalam-meningkatkan-motivasi-belajar-siswa
Rahma, P. A., Boediman, L. M., & Boediman, L. M. (2023). Telepractice Reading Intervention using Orton-Gillingham Approach for Child with Dyslexia. Psikostudia : Jurnal Psikologi, 12(2), 264. https://doi.org/10.30872/psikostudia.v12i2.10830
Rasinski, T. V. (1990). Effects of Repeated Reading and Listening-While-Reading on Reading Fluency. Journal of Educational Research, 83(3), 147–151. https://doi.org/10.1080/00220671.1990.10885946
S. Jay Samuels. (1979). Samuels(1979)reprint_Repeated_Reading. In The mothed of repeated readings (Vol. 32, pp. 376–381).
Seftiani, A., Jati, S. N., & Hayati, R. (2023). Effectiveness of Applied Behavior Analysis Therapy Against Decreased Distracted Behavior in Children Attention Deficit Hyperactive Disorder. Psikostudia : Jurnal Psikologi, 12(1), 64. https://doi.org/10.30872/psikostudia.v12i1.9876
Treptow, M. A., Burns, M. K., & McComas, J. J. (2007). Reading at the frustration, instructional, and independent levels: The effects on students’ reading comprehension and time on task. School Psychology Review, 36(1), 159–166. https://doi.org/10.1080/02796015.2007.12087958
