Peningkatan Kelancaran Membaca melalui Peer-Assisted Learning Strategies (PALS) pada Siswa dengan Kesulitan Membaca di Sekolah Inklusif
DOI:
https://doi.org/10.24256/tunascendekia.v9i2.12082Keywords:
Peer-Assisted Learning Strategies (PALS), kelancaran membaca, WCPM, sekolah inklusifAbstract
Kemampuan membaca merupakan keterampilan dasar yang menentukan keberhasilan peserta didik dalam mengikuti pembelajaran di sekolah dasar. Hasil asesmen awal pada siswa kelas IV SD Negeri Sei Telang menunjukkan masih adanya siswa yang mengalami kesulitan membaca, ditandai dengan rendahnya Words Correct Per Minute (WCPM), akurasi membaca, fluency, dan prosodi sehingga berdampak pada rendahnya pemahaman bacaan. Meskipun Peer-Assisted Learning Strategies (PALS) telah terbukti efektif meningkatkan kemampuan membaca, penerapannya pada siswa dengan kesulitan membaca di sekolah dasar inklusif masih terbatas. Penelitian ini bertujuan meningkatkan kelancaran membaca melalui penerapan PALS. Penelitian menggunakan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian terdiri atas empat siswa kelas IV, dengan dua siswa sebagai subjek utama (tutee) dan dua siswa sebagai tutor sebaya. Data dikumpulkan melalui tes kelancaran membaca, observasi, dokumentasi, dan catatan lapangan. Kelancaran membaca diukur berdasarkan indikator WCPM, akurasi membaca, fluency, dan prosodi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa PALS meningkatkan kelancaran membaca secara bertahap pada setiap siklus. Subjek EDW mengalami peningkatan WCPM dari 45 menjadi 50 kata benar per menit, akurasi membaca dari 84,9% menjadi 94,3%, fluency dari 66,7% menjadi 91,7%, dan prosodi dari 58,3% menjadi 91,7%. Subjek RJ mengalami peningkatan WCPM dari 47 menjadi 51 kata benar per menit, akurasi membaca dari 88,7% menjadi 96,2%, fluency dari 66,7% menjadi 91,7%, dan prosodi dari 66,7% menjadi 91,7%. Keterlaksanaan pembelajaran meningkat dari 77% menjadi 93% dan partisipasi siswa juga mengalami peningkatan. Disimpulkan bahwa PALS efektif meningkatkan kelancaran membaca melalui latihan membaca berulang, pemodelan oleh tutor sebaya, umpan balik langsung, dan interaksi kolaboratif yang mendukung otomatisasi pengenalan kata pada siswa dengan kesulitan membaca di sekolah dasar inklusif.
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