The Effect of Syllable Card Learning Media on The Early Reading Ability of Grade I Students
Keywords:
syllable card media, instructional media, early reading ability, first-grade students, elementary schoolAbstract
This study aims to determine the effect of syllable card learning media on the early reading ability of Grade I students at SD Inpres 16, Sorong Regency. A quantitative pre-experimental approach was employed using a One-Group Pretest-Posttest Design, involving 38 Grade I students selected through a saturated sampling technique. Data were collected using a structured observation sheet and a reading performance test encompassing five assessed aspects: pronunciation of letters, syllables, words, word combinations, and sentence reading fluency. Instrument reliability, assessed using Cronbach’s alpha, yielded coefficients of 0.856 (pretest) and 0.882 (posttest), both indicating high reliability. The Shapiro-Wilk normality test confirmed that both pretest (statistic = 0.976, sig. = 0.580) and posttest (statistic = 0.951, sig. = 0.099) data were normally distributed. The paired-samples t-test yielded a calculated t-value of 14.945, which substantially exceeds the critical t-value of 2.026 (df = 37, sig. (2-tailed) < 0.001). These results confirm that syllable card learning media has a statistically significant positive effect on the early reading ability of Grade I students, evidenced by markedly improved performance and increased enthusiasm for reading instruction following the intervention.
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