The Effect of the Smart Pocket Board Assisted Syllabus Method (PAKAPIN) on the Initial Reading Ability of Elementary School Students
DOI:
https://doi.org/10.24256/ideas.v14i2.12395Keywords:
Beginning Reading; Papan Kantong Pintar; Syllable Method; Elementary SchoolAbstract
This study aimed to examine the effect of the syllable method assisted by Papan Kantong Pintar (PAKAPIN) media on the beginning reading ability of second-grade students at SDN 1 Watubelah. This study employed a quantitative approach with a pre-experimental One Group Pretest-Posttest design. The research subjects consisted of 41 second-grade students. Data were collected using a beginning reading performance test administered before and after the implementation of the syllable method assisted by PAKAPIN media. The research instrument consisted of five test items that had been tested for validity and reliability. Data were analyzed using descriptive statistics, N-Gain analysis, normality testing, and a paired-sample t-test. The results showed that the mean score increased from 68.41 in the pretest to 88.71 in the posttest, representing an improvement of 20.30 points. The N-Gain score was 0.6693 or 66.93%, which was categorized as moderate. Furthermore, the paired-sample t-test produced a significance value of 0.000, which was lower than 0.05. These results indicate a statistically significant difference between students’ beginning reading ability before and after the implementation of the syllable method assisted by PAKAPIN media. Therefore, the syllable method assisted by PAKAPIN can be considered an alternative instructional strategy for supporting beginning reading instruction among second-grade elementary school students. However, the findings are limited to the participants and research setting of this study and should not be generalized directly to other educational contexts.
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