PENERAPAN PENDEKATAN PEMBELAJARAN TEACHING AT THE RIGHT LEVEL (TARL) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA SISWA PADA MATA PELAJARAN BAHASA INDONESIA KELAS II DI SDN GEDUNG AGUNG LAMPUNG SELATAN

ANNISA, FEBY ANANDA (2026) PENERAPAN PENDEKATAN PEMBELAJARAN TEACHING AT THE RIGHT LEVEL (TARL) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA SISWA PADA MATA PELAJARAN BAHASA INDONESIA KELAS II DI SDN GEDUNG AGUNG LAMPUNG SELATAN. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatar belakangi oleh rendahnya kemampuan membaca peserta didik kelas II SDN Gedung Agung Lampung Selatan. Sebagian peserta didik masih mengalami kesulitan dalam mengenal huruf, membaca suku kata, membaca kata, serta membaca kalimat sederhana. Selain itu, peserta didik juga kurang aktif dan kurang percaya diri dalam mengikuti pembelajaran membaca. Kondisi tersebut menyebabkan hasil belajar membaca peserta didik belum mencapai kriteria ketuntasan yang diharapkan. Oleh karena itu, diperlukan suatu pendekatan pembelajaran yang mampu menyesuaikan pembelajaran dengan tingkat kemampuan peserta didik, salah satunya melalui pendekatan Teaching at the Right Level (TaRL). Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah peserta didik kelas II SDN Gedung Agung Lampung Selatan yang berjumlah 23 siswa. Teknik pengumpulan data dilakukan melalui observasi, tes, dan dokumentasi. Instrumen penelitian berupa lembar observasi aktivitas guru dan siswa serta tes kemampuan membaca yang meliputi indikator mengenal huruf, membaca suku kata, membaca kata, dan membaca kalimat. Data dianalisis menggunakan analisis deskriptif kuantitatif dan kualitatif dengan menghitung persentase ketuntasan belajar peserta didik. Hasil penelitian menunjukkan bahwa penerapan pendekatan Teaching at the Right Level (TaRL) dapat meningkatkan kemampuan membaca peserta didik kelas II SDN Gedung Agung Lampung Selatan. Berdasarkan hasil pretest, peserta didik yang mencapai ketuntasan sebanyak 10 siswa atau 44%. Setelah diterapkan pendekatan TaRL pada Siklus I, jumlah peserta didik yang mencapai ketuntasan meningkat menjadi 14 siswa atau 60%, dan pada Siklus II kembali meningkat menjadi 19 siswa atau 83%. Selain itu, aktivitas guru dan peserta didik selama proses pembelajaran juga mengalami peningkatan pada setiap siklus. Berdasarkan hasil tersebut, dapat disimpulkan bahwa pendekatan Teaching at the Right Level (TaRL) efektif dalam meningkatkan kemampuan membaca peserta didik serta membantu peserta didik belajar sesuai dengan tingkat kemampuan masing-masing. ABSTRACT This research was motivated by the low reading ability of second-grade students at SDN Gedung Agung, South Lampung. Some students still had difficulties in recognizing letters, reading syllables, reading words, and reading simple sentences. In addition, students were less active and lacked confidence during reading activities in the classroom. These conditions caused students’ reading achievement to be below the expected minimum mastery criteria. Therefore, an appropriate learning approach was needed to adjust the learning process according to students’ ability levels, one of which was the Teaching at the Right Level (TaRL) approach. This study employed Classroom Action Research (CAR) conducted in two cycles. Each cycle consisted of planning, implementation, observation, and reflection stages. The subjects of this research were 23 second-grade students of SDN Gedung Agung, South Lampung. Data were collected through observation, tests, and documentation. The research instruments included teacher and student observation sheets as well as reading ability tests covering indicators of letter recognition, syllable reading, word reading, and sentence reading. The data were analyzed using descriptive quantitative and qualitative analysis by calculating the percentage of students’ learning mastery. The results of the study showed that the implementation of the Teaching at the Right Level (TaRL) approach was able to improve the reading skills of second-grade students at SDN Gedung Agung, South Lampung. Based on the pretest results, 10 students (44%) achieved the minimum mastery criterion. After the implementation of the TaRL approach in Cycle I, the number of students who achieved mastery increased to 14 students (60%), and further increased to 19 students (83%) in Cycle II. In addition, both teacher and student activities during the learning process improved in each cycle. Based on these findings, it can be concluded that the Teaching at the Right Level (TaRL) approach is effective in improving students’ reading skills and helps students learn according to their respective ability levels.

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