Improving Students' Reading Comprehension through the Shared Reading Method: An Action Research at SDN 11 Ampang Padang

Abstract

This study focuses on improving the reading comprehension of fifth-grade students at SD Negeri 11 Ampang Padang through the Shared Reading method, focusing on word recognition, reading fluency, and overall comprehension. Using a Classroom Action Research (CAR) design over two weeks with 14 participants, data were collected through pre-tests, post-tests, and classroom observations. The results show significant improvement in reading performance, with mean scores increasing from 41.1 to 91.43 in word recognition, 35.2 to 87.3 in reading fluency, and 46.8 to 94.0. Observations revealed that students pronounced words accurately, read fluently with proper pacing and expression, and answered explicit comprehension questions effectively, though some struggled with inferential comprehension. Additionally, students demonstrated increased confidence and greater engagement in reading activities. The teacher played a key role in this progress by effectively activating students’ prior knowledge, modelling fluent reading, using guiding questions, and fostering active participation through prediction and peer discussions. However, the need to enhance the use of inferential and evaluative questioning remains to further develop students’ higher-order thinking skills. These findings suggest that the Shared Reading Method is effective in enhancing reading skills by improving accuracy, fluency, and comprehension, while also fostering student motivation and creating an interactive learning.