Improving Early Reading Skills through Contextual Picture-Based Media for Grade VII Students in an Inclusive Junior High School

Abstract

This study aimed to (1) describe the implementation of contextual picture-based media in improving early reading skills for students with learning difficulties in Grade VII inclusive junior high school, and (2) improve early reading skills through the application of contextual picture-based media in each action cycle. This research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles. The participants consisted of three students from Class VIIB identified as having reading difficulties. Data were collected through observation and oral tests using validated instruments. Data were analyzed using descriptive quantitative and qualitative techniques by comparing pre-action, Cycle I, and Cycle II results. The success criterion was a minimum mastery level of 80% in early reading skills. The results showed that the implementation of contextual picture-based media followed these stages: (a) teacher introduced words using picture cards, (b) students observed images and connected them with corresponding words, (c) students practiced reading progressively from letters, syllables, to simple words, and (d) teacher connected words with students' real-life contexts through questioning. Improvements in the learning process were observed from pre-action to Cycle I and Cycle II. In the pre-test, the average score was 68 with 33% mastery. In Cycle I, the average score increased from 70 in the first meeting to 72 in the second meeting (66.67% mastery). In Cycle II, the average score increased from 75.33 in the first meeting to 77.33 in the second meeting, achieving 100% mastery. Thus, the application of contextual picture-based media effectively improves early reading skills for students with learning difficulties in inclusive Grade VII classrooms.