The Effectiveness of Early Grade Reading Assessment (EGRA) Method on Elementary Students’ Reading Fluency

Griselda Artha Daeli; Fransisca Iriani Roesmala Dewi

doi:10.30997/ijsr.v6i1.418

Griselda Artha Daeli Faculty of Psychology and Tarumanagara University, Indonesia
Fransisca Iriani Roesmala Dewi Faculty of Psychology and Tarumanagara University, Indonesia

DOI: https://doi.org/10.30997/ijsr.v6i1.418

Keywords: EGRA, elementary school students, experiment, reading fluency

Abstract

Along with the evolution of time, individuals were required to learn quickly, especially in mastering new things. Therefore, it became the main reason reading is considered a fundamental skill that should be mastered from a young age. Several methods have been created to enhance reading fluency, including the Early Grade Reading Assessment (EGRA). This research aims to determine the EGRA method's effectiveness on students' reading fluency. A quantitative approach with a quasi-experimental method and a nonrandomized pretest-posttest control group design was employed. Thirty-seven fourth-grade elementary school students at SDN X Cikarang Regency participated. Eight (8) elements of EGRA were used as treatment materials, namely: (a) letter identification; (b) distinguishing initial sound; (c) nonword reading; (d) read aloud/oral reading; (e) reading comprehension; (f) listening comprehension; (g) Indonesian vocabulary; and (h) dictation. As for analyzing the data, the researcher employed Mann-Whitney U to compare the pretest and posttest scores of the control and experimental groups. The results showed that The EGRA method significantly improved reading fluency in fourth-grade elementary school students (p < 0.05). Thus, the EGRA method can help educators teach elementary school students to read more fluently.

References

Ardington, C., Wills, G., Pretorius, E., Mohohlwane, N., & Menendez, A. (2021). Benchmarking oral reading fluency in the early grades in Nguni languages. International Journal of Educational Development, 84, 102433. https://doi.org/10.1016/j.ijedudev.2021.102433

Christina, C., Tiatri, S., & Heng, P. H. (2021). Penerapan Metode Tunjukkan Dan Ceritakan Terhadap Kesiapan Membaca Pada Anak Tk. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 5(2), 485–494. https://doi.org/10.24912/jmishumsen.v5i2.10085.2021

Christine, A., Daeli, G. A., Akbar, R., Liauw, S., & Dewi, F. I. R. (2023). PENGENALAN APLIKASI MICROSOFT OFFICE UNTUK SISWA SDN 01 SIJUK. Jurnal Serina Abdimas, 1(3), 1280–1286.

Daga, A. T. (2021). Makna merdeka belajar dan penguatan peran guru di sekolah dasar. Jurnal Educatio Fkip Unma, 7(3), 1075–1090. https://doi.org/10.31949/educatio.v7i3.1279

Dubeck, M. M., & Gove, A. (2015). The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations. International Journal of Educational Development, 40, 315–322. https://doi.org/10.1016/j.ijedudev.2014.11.004

Hastjarjo, T. D. (2019). Rancangan eksperimen-kuasi. Buletin Psikologi, 27(2), 187–203. https://doi.org/10.22146/buletinpsikologi.38619

Hjetland, H. N., Brinchmann, E. I., Scherer, R., & Melby‐Lervåg, M. (2017). Preschool predictors of later reading comprehension ability: A systematic review. Campbell Systematic Reviews, 13(1), 1–155. https://doi.org/10.4073/csr.2017.14

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, 58(8), 702–714. https://doi.org/10.4073/csr.2017.14

Jiménez-Castellanos, O., Blanchard, J., Atwill, K., & Jiménez-Silva, M. (2014). Beginning English literacy development and achievement among Spanish-speaking children in Arizona’s English-only classrooms: A four-year two-cohort longitudinal study. International Multilingual Research Journal, 8(2), 104–123. https://doi.org/10.1080/19313152.2013.875812

Kementerian Pendidikan dan Kebudayaan. (2023, Desember). Peringkat Indonesia pada PISA 2022 Naik 5-6 Posisi Dibanding 2018. https://www.kemdikbud.go.id/main/blog/2023/12/peringkat-indonesia-pada-pisa-2022-naik-56-posisi-dibanding-2018

Krupar, A., & D’Sa, N. (2024). Measuring learning during crises: Developing and validating the Holistic Assessment of Learning and Development Outcomes (HALDO). International Journal of Educational Research Open, 6, 100320. https://doi.org/10.1016/j.ijedro.2024.100320

Pepe, M. G. O. (2024). Meningkatkan Kemampuan Membaca, Menulis, Dan Berbicara Pada Anak Usia Dini Dengan Permainan Kartu Huruf Di TK SKS. Journal on Education, 6(2), 14937–14946.

Pusat Asesmen Pendidikan. (2022, July 16). Studi Internasional PIRLS. https://pusmendik.kemdikbud.go.id/produk/kategori-asesmen-terstandar/page-studi-internasional-pirls

Retaminingrum, A. N., Tiatri, S., & Patmonodewo, S. (2019). PERAN MEMBACA AWAL TERHADAP PEMAHAMAN BACAAN PADA SISWA KELAS IV SEKOLAH DASAR. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 3(2), 333–338. https://doi.org/10.24912/jmishumsen.v3i2.6017

Samuels, J., & Decker, S. L. (2023). Neurocognitive constructs as longitudinal predictors of reading fluency. Psychology in the Schools, 60(10), 3920–3946. https://doi.org/10.1002/pits.22980

Sari, M. H., Susetyo, N., Wardhana, D. E. C., & Kusumaningsih, D. (2020). Understanding the level of students’ reading comprehension ability. Universal Journal of Educational Research, 8(5), 1848–1855. https://doi.org/10.13189/ujer.2020.080521

Schwanenflugel, P. J., & Knapp, N. F. (2015). The psychology of reading: Theory and applications. Guilford Publications.

Seniati, L., Yulianto, A., & Setiadi, B. N. (2011). Psikologi eksperimen. Jakarta: Indeks.

Smagorinsky, P. (2018). Deconflating the ZPD and instructional scaffolding: Retranslating and reconceiving the zone of proximal development as the zone of next development. Learning, Culture and Social Interaction, 16, 70–75. https://doi.org/10.1016/j.lcsi.2017.10.009

Sugiyono, P. (2015). Metode penelitian kombinasi (mixed methods). Bandung: Alfabeta, 28(1), 12.

Sutedi, R., & Rahmawati, E. (2021). PENGGUNAAN METODE EGRA (EARLY GRADE ASSESSMENT) UNTUK MENINGKATKAN KEMAMPUAN LITERASI ANAK KELAS III SISWA SEKOLAH DASAR. Jurnal Edupena, 2(1), 54–61.

Utami, S. N., & Gischa, S. (2022, Desember). Kurikulum: Pengertian, Fungsi, Tujuan, dan Komponennya. Kompas.Com. https://www.kompas.com/skola/read/2021/07/02/101008069/kurikulum-pengertian-fungsi-tujuan-dan-komponennya?page=all