PENGARUH METODE SAS (STRUKTURAL ANALITIK SINTETIK) BERBASIS GAMBAR TERHADAP KEMAMPUAN MEMBACA PERMULAAN ANAK DISABILITAS INTELEKTUAL RINGAN KELAS VI SLBN JEMBER

Abstract

This study aimed to determine the effectiveness of the Structural-Analytic-Synthetic (SAS) method utilizing images in improving the early reading skills of sixth grade students with mild intellectual disabilities at SLBN Jember. The SAS method comprises three stages recognizing a complete sentence accompanied by an image analyzing the sentence into its constituent elements (words, syllables, and letters); and synthesizing these elements back into a complete sentence. The study employed a quantitative approach using a Single-Subject Research (SSR) design with an A-B model. Data were collected via reading tests, then analyzed and presented graphically to facilitate the analysis of each condition. The baseline stage (A) measured reading ability without intervention, while the intervention stage (B) implemented the SAS method, combining sentence recognition via images with the analysis and synthesis of sentence elements. During the baseline phase, reading ability scores ranged from 33% to 44%, indicating low and unstable initial proficiency. Following a seven-session intervention, the subject demonstrated a significant improvement in reading scores, rising to a range of 55% to 100%. Average performance increased from 38.6% at baseline to 75% during the intervention phase, with 0% data overlap between phases; this indicates that the change in early reading behavior was not coincidental but a direct result of the intervention. These results demonstrate that the image-based SAS method is effective in enhancing early reading skills among children with mild intellectual disabilities.