Contextual Teaching and Learning Model Assisted by Word Card Media Improving Reading Skills

Abstract

This research was motivated by the low early reading skills of second-grade elementary school students and the lack of utilization of learning models and media by teachers. The purpose of this study was to improve the early reading skills of lower-grade students by using the Contextual Teaching and Learning (CTL) model assisted by word card media. This study used a quantitative method with a pre-experimental design, employing a one-group pretest- posttest design. The subjects of this study were 17 second-grade students. Based on the analysis conducted, the researcher concluded that: 1) The early reading skills of second-grade students at SD Negeri 18 Vega, Selimbau District, before using the CTL model assisted by word card media, achieved an average score of 57.64, as seen from the pretest results. 2) The implementation of the CTL learning model assisted by word card media in improving early reading skills—following the steps carried out by the researcher—was categorized as “very good” with a percentage of 100%.  Thus, learning outcomes improved from an average pretest score of 57.64 categorized as "poor" to a posttest average score of 83.53 categorized as "good" after applying the word card media. 3) There was a significant effect on students' early reading outcomes, with a pretest significance value of 0.17 > 0.05 and a posttest significance value of 0.10 > 0.05, after implementing the CTL model assisted by word card media in Grade 2 of SD Negeri 18 Vega, Selimbau District, on the topic of "Living in Harmony at Home."