Improving Narrative Reading Ability of Fifth-Grade Students through the Speed Reading Method
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DOI:
https://doi.org/10.58737/jpled.v6i4.1865Keywords:
Speed Reading, Narrative Reading, Classroom Action Research, Reading Ability, Elementary SchoolAbstract
Narrative reading requires students to understand characters, setting, plot, and message. Preliminary observation at SD Negeri 1 Passo Ambon showed that fifth-grade students still read syllable by syllable, and the teacher had not applied the speed reading method. This classroom action research aimed to describe the improvement of narrative reading ability through the speed reading method. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection, involving 15 students of class V B in 2025/2026. Data were collected through narrative reading tests, stopwatch-based reading time measurement, observation sheets, and documentation, and were analyzed descriptively using mean scores, classical completeness against a minimum criterion of 70, and reading speed in words per minute. The mean score increased from 63.80 in the pre-test to 68.53 in Cycle I and 78.87 in Cycle II, while classical completeness rose from 33.3% to 53.3% and 100%, exceeding the 75% success indicator. The largest gain occurred in identifying main ideas and the sequence of events, and mean reading speed increased from 92.55 to 129.52 words per minute. The speed reading method is therefore effective in improving the narrative reading ability of elementary school students.
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Copyright (c) 2026 Jihan Fahira Souwakil, Ribka Ririhena, Sarah Sahetapy
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