IMPROVING READING COMPREHENSION SKILLS IN INDONESIAN LANGUAGE THROUGH ILLUSTRATED VIDEO STORY MEDIA FOR SLOW LEARNERS IN GRADE II OF SDN 003 KARANGAN

Abstract

This study aimed to improve the reading comprehension skills of slow learner students through the use of illustrated video story media in Indonesian language learning. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, implemented in two action cycles. The participants were seven Grade II slow learner students at SDN 003 Karangan. Data were collected through classroom observations and reading comprehension tests. The findings showed a progressive improvement in students' reading comprehension skills throughout the implementation of the intervention. The average reading comprehension score increased from 61.58 in the pre-action stage to 71.05 in Cycle I and further improved to 91.43 in Cycle II. By the end of Cycle II, all participating students had achieved the predetermined Learning Objective Achievement Criteria (KKTP). The improvement was reflected in students' ability to understand story content, identify characters and plot, determine the main message, and participate more actively during the learning process. These findings indicate that illustrated video story media provides meaningful visual and verbal support that facilitates reading comprehension among slow learner students. Therefore, illustrated video story media can be considered an effective adaptive learning medium for improving the reading comprehension skills of Grade II slow learner students