Peningkatan Kelancaran Membaca melalui Repeated Reading Berbasis Kontekstual pada Siswa Berisiko Slow Learner Kelas II SDN 004 Mentarang Hulu

Lis  Setiyowati; Ishartiwi Ishartiwi; Nurhikmah Nurhikmah

doi:10.58230/27454312.5183

Authors

Lis Setiyowati Universitas Negeri Yogyakarta
Ishartiwi Universitas Negeri Yogyakarta
Nurhikmah Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.58230/27454312.5183

Keywords:

Repeated Reading, kelancaran membaca, slow learner, siswa sekolah dasar

Abstract

Kelancaran membaca merupakan salah satu kemampuan dasar yang penting dalam pembelajaran Bahasa Indonesia di sekolah dasar, terutama bagi siswa yang mengalami hambatan dalam mengikuti perkembangan kemampuan membaca sesuai tuntutan kelasnya. Siswa yang berisiko slow learner memerlukan strategi pembelajaran yang memberikan kesempatan latihan secara berulang, bertahap dan sesuai dengan karakteristik serta pengalaman mereka. Penelitian ini bertujuan untuk meningkatkan kelancaran membaca melalui penerapan Repeated Reading berbasis kontekstual pada siswa kelas II yang berisiko slow learner di SDN 004 Mentarang Hulu. Penelitian menggunakan Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, dengan tahapan perencanaan, pelaksanaan tindakan, observasi dan refleksi. Subjek penelitian terdiri atas lima siswa, yaitu CO, GL, MO, PT dan SN. Data dikumpulkan melalui tes kelancaran membaca, observasi dan dokumentasi, kemudian dianalisis secara deskriptif dengan membandingkan perkembangan kemampuan siswa pada tahap prasiklus, siklus I dan siklus II. Hasil penelitian menunjukkan adanya peningkatan kelancaran membaca pada seluruh siswa setelah penerapan Repeated Reading berbasis kontekstual. Peningkatan tersebut terlihat dari kemampuan siswa dalam membaca dengan lebih tepat, lancar dan percaya diri, serta berkurangnya kebutuhan terhadap bantuan guru selama proses membaca. Penggunaan teks yang dekat dengan pengalaman siswa, pengulangan bacaan secara sistematis, pemberian contoh, koreksi kesalahan dan umpan balik secara langsung menjadi unsur penting dalam mendukung perkembangan kemampuan membaca. Dengan demikian, Repeated Reading berbasis kontekstual dapat menjadi salah satu alternatif strategi pembelajaran untuk meningkatkan kelancaran membaca siswa yang berisiko slow learner, meskipun hasil penelitian ini perlu digeneralisasikan secara hati-hati karena terbatas pada lima siswa dalam satu kelas dan satu sekolah.

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