Improving Third-Grade Students' Oral Reading Fluency Through Picture-Story Media: A Classroom Action Study
Keywords:
classroom action research, elementary education, oral reading fluency, picture-story media, prosody, reading aloudAbstract
Oral reading in the early grades requires clear articulation, appropriate intonation, and pauses that reflect punctuation. This classroom action study examined changes in the oral reading performance of 25 third-grade students at SDN 12 Tilamuta, Indonesia, after the use of picture-story media in Indonesian language lessons. The study comprised a baseline observation and two iterative cycles of planning, action, observation, and reflection. Students read aloud from classroom texts and were rated on voice clarity, intonation, and pausing using a four-category rubric. The original student-level ratings were reanalysed using descriptive statistics, Friedman tests, Wilcoxon signed-rank comparisons with Holm adjustment, Kendall effect sizes, Cochran Q tests, and exact McNemar tests. Mean component scores increased from 2.20 to 2.88 for voice clarity, from 1.88 to 2.68 for intonation, and from 2.12 to 2.76 for pausing. The composite score rose from 6.20 at baseline to 7.12 in Cycle I and 8.32 in Cycle II, with a substantial stage-related change, chi-square(2) = 32.32, p < .001, Kendall W = .646. By Cycle II, 80% met the criterion for voice clarity, 68% for intonation, and 72% for pausing. The findings indicate meaningful local improvement, especially after repeated modelling, guided practice, and reflective refinement. Because there was no comparison group and measurement reliability was not established, the results should not be interpreted as definitive causal evidence.
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