Improving Beginning Reading Skills Through the Syllable Method Assisted by Picture Cards for Second-Grade Students

Abstract

This study evaluates the implementation of the syllable method supported by picture card media and examines its effect on beginning reading skills and learning outcomes of second-grade students at SDN 2 Patapan, Beber District, Cirebon Regency. The research employed a Classroom Action Research design following the Kemmis and McTaggart model, conducted in two cycles, each consisting of planning, action, observation, and reflection. Participants were 22 second-grade students, purposively selected based on observations indicating low beginning reading ability. Data were collected through observation, reading tests, interviews, and documentation, then analyzed using descriptive quantitative and qualitative techniques, with success measured against a completeness target of 75 percent. The findings show substantial improvement across the cycles: the percentage of students achieving learning completeness rose from 27.27% in the pre-cycle stage to 36.36% in Cycle I, and reached 86.36% in Cycle II, surpassing the predetermined indicator. Students also demonstrated notable progress in pronunciation accuracy, reading fluency, intonation, voice clarity, and active participation. These improvements occurred because the syllable method helped students systematically connect letters, sounds, and words, while picture cards provided a concrete visual stimulus that strengthened comprehension and motivation. The study concludes that combining the syllable method with picture card media within a classroom action research framework is an effective strategy for improving beginning reading skills, recommended as an alternative instructional approach for early-grade reading.