Abstract:

Intensive reading is the art of going through a material carefully to contextualize the message. According to the 2019 International Student Assessment (PISA), Indonesia ranked 68 out of 74 countries with an average score of 371 in reading ability. This is attributed to several factors, including lack of confidence, less interesting reading material, lack of motivation, and difficulties in contextualizing the main ideas. New, interesting, and innovative learning models are required to overcome this problem and promote students to be more creative. The adopted model is given the acronym SPIDERMAN, which stands for Survey Paragraph and IntegrateD rEading by aRange it to find the MAiN idea. This is a combination of three models, including Survey, Question, Read, Recite, Review (SQ3R), Cooperative Integrated Reading and Composition (CIRC), and Scramble. The model is developed by Francis P. Robinson (SQ3R), Stevens, Madden, Slavin, and Farnish (CIRC), and Harjasujana (Scrumbel).

The SPIDERMAN model based on the fictional superhero Spider-man that was efficient in firing cobwebs at enemies. The model has been used to determine main ideas and maintain focus while reading, improve comprehension and developing critical skills. This study described the improvement of intensive reading skills using the SPIDERMAN learning method for grade IV students of Public Elementary School.

This is a Classroom Action Research with 3 cycles that involves planning learning activities, implementing/ models, observing, and reflecting learning. The subjects include 29 students of class IV SDN Antasan Besar 1 Banjarmasin. Importantly, the research variables include intensive reading skills, the courage to express opinions, the ability to find main ideas, reciting the contents of the reading, and concluding. The tests and non-test techniques were used to collect intensive reading ability values which were analyzed qualitatively and quantitatively.

The results showed that there was an increase in intensive reading skills to determine the main ideas by 22.3%. The average score of the class in the pre-cycle stage was 57.7 and increased by 16.1% to 78.8 in cycle III. The ability to tell the contents of reading increased from 17,24 to 86,20. Similarly, the potential to conclude increased from 24,13 to 82,75. Student motivation, satisfaction and achievement increased from 60% to 88%, 57% to 89%, and 73,8 to 89,7, respectively. This study concludes that the intensive abilities of students can be improved through the SPIDERMAN model.

Keywords:

SPIDERMAN Model, intensive reading, elementary school.