Early Reading Profile of Slow Learner Students in Inclusive Schools in Yogyakarta

Rezky Ultabaini; Pujaningsih Pujaningsih

doi:10.35445/alishlah.v16i4.5653

Early Reading Profile of Slow Learner Students in Inclusive Schools in Yogyakarta

Rezky Ultabaini, Pujaningsih Pujaningsih

Abstract

This study examines the reading abilities of slow learner students in inclusive elementary schools, focusing on their strengths and weaknesses in accuracy, fluency, vocabulary (receptive and expressive), and comprehension (listening and reading). A quantitative descriptive approach was employed, involving 25 slow learner students (n=25) from inclusive elementary schools in Yogyakarta with IQs ranging from 70 to 88. Data were collected through adapted reading assessment instruments and IQ tests using the Binet and WISC scales. Descriptive statistics were used for analysis. The findings reveal that most slow-learner students were male and were more easily identified at higher grade levels. In lower grades (grades II and III), students demonstrated strengths in receptive vocabulary and listening comprehension but faced challenges with expressive vocabulary, reading accuracy, fluency, and text comprehension. In contrast, higher-grade students (grades IV to VI) showed improvements in receptive and expressive vocabulary and listening comprehension but continued to struggle with reading accuracy, fluency, and comprehension of complex texts. These results underscore the need for targeted interventions. For lower-grade students, enhancing reading accuracy and fluency is crucial, while for higher-grade students, the focus should shift to improving reading comprehension. Early and tailored support is essential to help slow learner students overcome reading barriers and achieve their academic potential, ensuring their inclusion in educational progress.

Keywords

Early reading, Slow learner, Inclusive schools, Student profile

Full Text:

PDF

References

Ahmad, S. Z., Ludin, N. N. A. A. N., Ekhsan, H. M., Rosmani, A. F., & Ismail, M. H. (2012). Bijak Membaca - Applying Phonic Reading Technique and Multisensory Approach with interactive multimedia for dyslexia children. CHUSER 2012 - 2012 IEEE Colloquium on Humanities, Science and Engineering Research, (December), 554–559. https://doi.org/10.1109/CHUSER.2012.6504375

Akhir, M. (2017). Penerapan Strategi Belajar Reciprocal Teaching terhadap Kemampuan Membaca pada Siswa SD. Indonesian Journal of Primary Education, 1(2), 30. https://doi.org/10.17509/ijpe.v1i2.9313

Albarqi, R. A., & Ainin, I. K. (2019). Pengaruh Metode Multisensori Bermedia Gamifikasi Terhadap Kemampuan Menulis Permulaan Anak Dysleksia. Jurnal Pendidikan Khusus, 1–17. Retrieved from https://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-khusus/article/view/26857%0Ahttps://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-khusus/article/view/26857/24580

Amelia, W. (2016). Karakteristik dan Jenis Kesulitan Belajar Anak Slow Learner. Jurnal Aisyah : Jurnal Ilmu Kesehatan, 1(2), 53–58. https://doi.org/10.30604/jika.v1i2.21

Ardianti, S. D., Wanabuliandari, S., & Wijayanti, E. (2021). Need Analysis Of “Si Eco” Ethno-Confidence Game for Slow Learner Students. Jurnal Ilmiah Sekolah Dasar, 5(3), 461. https://doi.org/10.23887/jisd.v5i3.39534

Ariyanti, F. (2022). Penggunaan Metode Fonik (Phonic Method) Untuk Meningkatkan Kemampuan Membaca Anak Disleksia Di Kelas 1 SD Negeri 187/1 Teratai. Indonesian Journal of Education Research (IJoER), 3(1), 16–20. https://doi.org/10.37251/ijoer.v3i1.552

Arnez, G., & Ishartiwi. (2021). The Development of Multiple Intelligences Theory (MIT) Based Fluent Reading Module for Slow Learners at Grade IV Inclusive Elementary School. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 6(2), 108–124. Retrieved from https://doi.org/10.25217/ji.v6i2.1628

Bendak, L. (2018). Effects of Applying Repeated Readings Method on Reading Fluency and Passage Comprehension of Slow Learners. World Family Medicine Journal/Middle East Journal of Family Medicine, 16(1), 232–237. https://doi.org/10.5742/mewfm.2018.93226

Borah, R. R. (2013). Slow learners: Role of Teachers and Guardians in Honing Their Hidden Skills. International Journal of Educational Planning & Administration, 3(2), 139–143.

Cooter, K. S., & Cooter, Robert B, J. (2004). One size doesn’t fit all: Slow learners in the reading classroom. The Reading Teacher, 57(7), 680–684.

Eissa, M. A. (2014). The Effect of A Phonological Awareness Intervention Program on Phonological Memory ,Phonological Sensitivity, and Metaphonological Abilities of Preschool Children at-Risk for Reading Disabilities. (3), 68–80.

Garnida, D., & Sumayyah, D. (2015). Pengantar pendidikan inklusif (Cetakan 1). Bandung: Refika Aditama.

Gharaibeh, M., & Dukmak, S. (2022). Effect of computer-based multisensory program on English reading skills of students with Dyslexia and reading difficulties. Applied Neuropsychology: Child, 11(3), 504–517. https://doi.org/10.1080/21622965.2021.1898395

Hasibuan, H. Y., Syamsuri, S., Santosa, C. A. H. F., & Pamungkas, A. S. (2020). Profil Pembelajaran Matematika pada Anak Berkebutuhan Khusus Ragam Slow Learner di Kelas Inklusif SMP Garuda Cendekia Jakarta. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang, 4(1), 37. https://doi.org/10.31331/medivesveteran.v4i1.993

Indonesia. (2020). Akomodasi yang Layak. Sekretariat Negara. https://doi.org/10.1088/1751-8113/44/8/085201

Indonesia, P. R. (2016). Penyandang Disabilitas. Revista CENIC. Ciencias Biológicas, 152(3), 28.

Jamaris, M. (2014). Kesulitan belajar: Perspektif, Asesmen, dan Penanggulangannya. Jakarta: Ghalia Indonesia.

Kaur, P., Singh, M., & Josan, G. S. (2015). Classification and Prediction Based Data Mining Algorithms to Predict Slow Learners in Education Sector. Procedia Computer Science, 57, 500–508. https://doi.org/10.1016/j.procs.2015.07.372

Kaznowski, K. (2004). Slow Learners: Are Educators Leaving Them Behind? NASSP Bulletin, 88.

Krishnakumar, P., Jisha, A. M., Sukumaran, S. K., & Nair, M. K. C. (2011). Developing a model for resource room training for slow learners in normal schools. Indian Journal of Psychiatry, 53(4), 336–339. https://doi.org/10.4103/0019-5545.91908

Marlina. (2019). Asesmen Kesulitan Belajar. Kencana.

Mumpuniarti, M., Handoyo, R. R., Pinrupitanza, D. T., & Barotuttaqiyah, D. (2020). Teacher’s pedagogy competence and challenges in implementing inclusive learning in slow learner. Cakrawala Pendidikan, 39(1), 217–229. https://doi.org/10.21831/cp.v39i1.28807

Noor, V. H., Khairudin, R., Sulaiman, W. S. W., & Ng, L. O. (2022). The Effectiveness of Fluency Building Technique in Teaching Phonic and Vocabulary to Improve Reading Outcome in Slow Learner Children. Jurnal Psikologi Malaysia, 36(2), 53–65.

Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L., & Balise, R. R. (1998). An Evaluation of the Dyslexia Training Program: A Multisensory Method for Promoting Reading in Students with Reading Disabilities. Journal of Learning Disabilities, 31(2), 140–147. https://doi.org/10.1177/002221949803100204

Olugbeko, & O., S. (2016). Phonic Method : a Strategy Towards Enhancing Learning Retention in Basic Literacy Programme of Ondo State , Nigeria. International Journal of Education and Research, 4(6), 143–152.

Palinscar, A. S., & L, B. A. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102

Panel, N. R. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. In National Institute of Health. Washington DC: National Institute of Child Health and Human Development.

Pratama, L. D., & Setyaningrum, W. (2018). Game-Based Learning: The effects on student cognitive and affective aspects. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012123

Raharjo, T. (2012). Peningkatan Kemampuan Daya Ingat Anak Slow Learner Melalui Terapi Kognitif Pada Anak Sekolah Dasar. Jurnal UMK, 5(1), 34–41. Retrieved from https://jurnal.umk.ac.id/index.php/sosbud/article/download/371/386

Rasinski, T., & Young, C. (2017). Effective instruction for primary grade students who struggle with reading fluency. International Perspectives on Inclusive Education, 11, 143–157. https://doi.org/10.1108/S1479-363620170000011010

Ridha, A. A. (2022). Memahami Perkembangan Siswa Slow Learner. Syiah Kuala University Press.

Salim, A. (2013). The Prevalence of Children with Special needs In Inclusive Elementary Schools in Iodine Deficiency Area. Dije, 1, 40–46.

Sari, M., Ramadhani, H., & Belawati Pandiangan, A. P. (2023). Penerapan Model Reciprocal Teaching Untuk Meningkatkan Keterampilan Membaca Pada Mata Pelajaran Bahasa Indonesia Kelas V Sd. At-Taksis: Jurnal Pendidikan Dasar PGMI STAI Sangatta, 1(1), 26–37. https://doi.org/10.55799/attaksis.v1i01.264

Shaywitz, S. (2012). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Knopf Doubleday Publishing Group.

Snow, C. E. (2006). What Count as Literacy in Early Childhood? (K. McCartn). Malden, MA: Blackwell Publishing.

Tortorelli, L. S. (2018). Off to a Slow Start: Four Profiles of Slow Readers in Second Grade. Reading Psychology, 39(7), 647–689. https://doi.org/10.1080/02702711.2018.1515134

Wanabuliandari, S., Ardianti, S., Gunarhadi, G. ., & Rejekiningsih, T. (2021). Analisis Studi Tingkat Percaya Diri pada Siswa Slow Learner. Jurnal Internasional Pendidikan Dasar, 5(4), 584–592.

Yusuf, P. Y. (2020). Cerdas Istimewa di Kelas Inklusi. Jakarta: Prenada.

DOI: https://doi.org/10.35445/alishlah.v16i4.5653