The Application of Context-Based Multisensory Methods to Improve Reading Ability in Grade V Students of State Elementary School 003 Kongbeng
DOI:
https://doi.org/10.61806/al-tatawur.v3i3.97Keywords:
Multisensory, Reading Skills, Mild Intellectual DisabilitiesAbstract
This research is motivated by the results of observations in one of the Elementary Schools in Kongbeng sub-district, it was found that around 40% of 35 students could not read. This is due to the lack of literacy activities in schools and many students who could not distinguish letters. The Multisensory Method is expected to improve the reading ability of 5th grade students. The purpose of this study is to describe the application of the multisensory method to improve reading ability. This study aims to improve the results of reading ability with the multisensory method in grade V students at Public Elementary School 003 Kongbeng. This study used the Kemmis and Taggart Classroom Action Research Model with two cycles, each consisting of planning, action, observation, and reflection. The results of the study, based on reading tests, showed that in cycle I, reading achievement reached 65% and increased by 20% in cycle II, reaching 85%. From the results obtained, it can be said that the Application of the Multisensory Method can improve the Reading Ability of 5th Grade Elementary School Students.
References
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the Commission on Reading. National Institute of Education.
Fernald, G. M. (1943). Remedial techniques in basic school subjects. McGraw-Hill.
Hidayat, F. (2019). The impact of multisensory learning on literacy skills in primary school students. Journal of Educational Studies, 12(3), 45–55.
Johnson, D. W. (2002). Contextual teaching and learning: What it is and why it’s here to stay. Corwin Press.
Lwin, M. (2017). Effectiveness of multisensory approaches in improving reading comprehension skills. Asian Journal of Educational Research, 5(2), 102–112.
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1–14. https://doi.org/10.1007/s11881-003-0001-9
Nurhadi. (2003). Pendekatan contextual teaching and learning (CTL). Kementerian Pendidikan Nasional.
Rahmawati, S. (2020). Challenges in reading comprehension: A case study in Indonesian primary schools. Indonesian Journal of Educational Research, 8(1), 65–80.
Santrock, J. W. (2008). Educational psychology (4th ed.). McGraw-Hill.
Smith, R., & Smith, K. (2019). Multisensory techniques for learning: Enhancing student engagement and retention. Journal of Educational Psychology, 25(2), 87–102.
Snowling, M. J., & Hulme, C. (2012). The science of reading: A handbook. Blackwell Publishing.
Tarigan, H. G. (2008). Membaca sebagai suatu keterampilan berbahasa. Angkasa.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Willis, J. (2008). The role of multisensory learning in engaging students and enhancing literacy development. Guilford Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Al-Tatawur: International journal of Social Science
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
