PENGARUH METODE SAS TERHADAP KEMAMPUAN MEMBACA PERMULAAN SISWA DISABILITAS INTELEKTUAL DI SLB - BCD YPAC JEMBER

Abstract

Beginning reading marks a child's initial step into school-based learning, progressing from letters and words to the formation of sentences. One method that can be applied is the SAS method. This study aimed to determine whether the use of the SAS method influences the beginning reading skills of students with intellectual disabilities. A quantitative approach was employed using a pre-experimental design—specifically, a one-group pretest-posttest design. The research subjects consisted of four second-grade students with intellectual disabilities. The study was conducted over nine sessions, comprising one pretest, seven intervention sessions, and one posttest. Data were collected via verbal tests and analyzed using the sign test. The findings indicate progress in basic reading competence following the intervention, which utilized the SAS method combined with Flipbook materials. This conclusion is supported by the data, showing an increase from a mean pretest score of 29.37 to a mean posttest score of 91.25. Furthermore, the analysis revealed a calculated Z-statistic ($Z_h$) of 2.4, which exceeds the critical Z-value at the 5% significance level (1.645); this implies the rejection of the null hypothesis ($H_o$) and the acceptance of the alternative hypothesis ($H_a$). Thus, it can be concluded that the application of the SAS method has a significant influence on improving the beginning reading skills of second-grade students with intellectual disabilities at SLB BCD YPAC Jember.