Improving Early Reading Skills through Montessori Method Assisted with Movable Alphabet for Grade I Students

Abstract

This study aims to improve the quality of the process and learning outcomes of early reading skills through the Montessori Method assisted by the movable alphabet of class I at State Elementary School (SDN) Gondowangi I. This research is classroom action research (CAR) applying Kemmis and Mc. Taggart research design. The research subjects are 16 grade I students of SDN Gondowangi I. The data were collected using a test and through observation and documentation, and analyzed using the descriptive qualitative and quantitative data analysis techniques. The result shows that the early reading skills of grade I students improved with the Montessori Method assisted by movable alphabet media. The improvement is shown through the reading test results in Cycle I reaching an average score of 74.3 with 11 students achieving the mastery level while five students had not achieved the mastery level. Cycle II reading test results increased with an average score of 80.6 with 14 achieving the mastery level and two students not achieving the mastery level. The mastery of students' initial reading skills in Cycle I reached a percentage of 68.75% and increased by 18.75% in Cycle II to 87.5%.