The Role Of Teachers In Improving The Reading Ability Of Grade II Students Using The Repeated Reading Method

Abstract

This research is motivrds, reading fluently, and understanding simple texts. Reading ability is a fundamental skill that is crucial for supporting the success of students' learning process at the primary education level. Therefore, an optimal teacher role is required to improve students' reading skills through the implementation of appropriate learning methods, one of which is the Repeated Reading method. This study aims to describe the teacher's role in improving the reading ability of second-grade students using the Repeated Reading method at MI Maraqita'limat Sidutan for the academic year 2025/2026. This study employs a qualitative approach with a descriptive research type. The research subjects consist of the second-grade teacher and second-grade students at MI Maraqita'limat Sidutan. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions, while data validity was tested using source and technique triangulation. The results show that the teacher acts as a planner, implementer, guide, motivator, and evaluator in the reading learning process. The application of the Repeated Reading method is carried out by providing structured and continuous repeated reading practice on the same text. This method helps students improve reading fluency, pronunciation accuracy, vocabulary recognition, and self-confidence while reading. Supporting factors for implementing this method include teacher competence, availability of reading materials, and school support, while inhibiting factors include internal and external factors. Based on the research results, it can be concluded that the teacher's role in implementing the Repeated Reading method has a positive contribution to improving the reading ability of second-grade students at MI Maraqita'limat Sidutan for the academic year 2025/2026.