PENINGKATAN KETERAMPILAN MEMBACA PERMULAAN MELALUI METODE SAS DENGAN BERBANTUAN KARTU KATA DI SEKOLAH DASAR

Abstract

This research aims to evaluate the implementation of the Synthetic Analytic Structure (SAS) method in developing early reading skills and how its application can enhance these abilities. The study takes the form of Classroom Action Research (CAR) using data collection techniques such as observation, documentation, and tests. The data analysis process in this research is descriptive, involving steps such as data reduction, data presentation, and drawing conclusions. The findings of this research indicate that: The implementation of the Synthetic Analytic Structure (SAS) method successfully improved the early writing skills of first-grade students. The phased approach using the Synthetic Analytic Structure (SAS) method in early writing learning showed a significant improvement in two cycles, with student categorization increasing from 'Fair' in Cycle I with an average score of 66.6 to 'Very Good' in Cycle II with an average score of 81,1. Therefore, the Synthetic Analytic Structure (SAS) method is worthy of consideration as a reference for teachers in developing early reading skills in elementary schools. Word cards as a tool in the SAS method are proven to be relevant and support increasing students' understanding of learning material. This research concludes that the SAS method with the help of word cards can be used as a reference by teachers to improve initial reading skills in elementary schools. This research recommendation emphasizes the importance of innovative approaches in beginning reading learning to achieve optimal learning outcomes.