Paried Story Telling A Fun Way to Improve Early Reading Skills in Indonesia Language Lessons

Abstract

This study was motivated by the low early reading skills of first-grade students, as reflected in their difficulties recognizing letters, forming syllables, reading words, and constructing simple sentences. The research aimed to improve students’ early reading achievement through the implementation of the Paired Story Telling method. Conducted at SDK Ignatius Slamet Riyadi 1 East Jakarta, the study involved 25 first-grade students during the second semester of the 2023/2024 academic year. Using the Classroom Action Research (CAR) model by Kemmis & McTaggart, the study was carried out in three cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through learning outcome tests, observations, and documentation, and analyzed both quantitatively and qualitatively. The results showed that the Paired Story Telling method effectively enhanced students’ early reading performance, with the average score increasing from 64 (pre-cycle) to 72 (cycle I), 77 (cycle II), and 83.2 (cycle III). Learning mastery also improved from 48% to 88%. The students demonstrated better fluency in recognizing letters, reading words, and forming complete sentences. In conclusion, the Paired Story Telling method significantly improved early reading achievement while fostering an interactive, enjoyable, and cooperative learning atmosphere for young learners.