Improving Beginning Reading Ability Through the Global Method in First-Grade Elementary Students

Abstract

This study aimed to improve the beginning reading ability of first-grade students through the application of the global method at SDN 192/II Sungai Buluh. The study was motivated by students' low beginning reading ability, particularly in recognizing letters, pronouncing syllables, and reading simple sentences fluently. This research employed Classroom Action Research (CAR), consisting of two cycles, with each cycle including planning, action, observation, and reflection stages. The participants of the study were 17 first-grade students, consisting of 5 boys and 12 girls. Data were collected through observation, reading tests, and documentation. The instruments used included teacher observation sheets, student observation sheets, and beginning reading tests. Data analysis was conducted using qualitative and quantitative techniques. The results showed that the application of the global method improved students' beginning reading ability and classroom participation. Teacher observation results increased from 73.07% in Cycle I to 89.45% in Cycle II. Student observation results also increased from 64.7% to 91.17%. Beginning reading achievement improved significantly, reaching 94.11% classical completeness in Cycle II. The findings indicate that the global method supported by visual learning media can facilitate students in recognizing words and sentence structures more effectively. Therefore, the global method can be used as an effective alternative strategy for improving beginning reading instruction in elementary schools.