Peningkatan Literasi Inklusif Melalui Penerapan Metode Read Aloud di SKH 01 Pandeglang
DOI:
https://doi.org/10.70095/dimasejati.202681.24227Keywords:
Inclusive Literacy, Read Aloud, Special Education, Literacy EnhancementAbstract
Literacy is a fundamental aspect that must be developed in students with special needs as a provision for learning processes and daily life. However, efforts to strengthen literacy in special schools still face challenges, particularly in adaptive and enjoyable teaching methods. This Community Service Program (PKM) aims to improve inclusive literacy through the application of the Read Aloud method at SKH 01 Pandeglang. The program was carried out through several stages: student needs observation, individual assistance, implementation of Read Aloud, interactive discussion, and evaluation of student participation and response. A total of 15 students with special needs participated, assisted by lecturers and PGSD students. The results showed an increase in reading interest, listening skills, social interaction, and student communication during the learning process. In addition, the program provided practical inclusive education experience for students and broadened teachers' insights regarding adaptive learning strategies. In conclusion, the Read Aloud method is proven to be an effective strategy in supporting the strengthening of literacy for students with special needs and is recommended for adoption in similar educational settings.
References
Abueg, J. C., & Bacos, C. A. (2024). Adapting books for students with extensive support needs: Multiple points of access. Inclusive Practices. https://doi.org/10.1177/27324745241257892
Andrade-Arenas, L., Bellido-García, R. S., Molina-Velarde, P., & Yactayo-Arias, C. (2023). Application Prototype for Inclusive Literacy for People with Reading Disabilities. International Journal of Advanced Computer Science and Applications, 14(9), 218–225. https://doi.org/10.14569/IJACSA.2023.0140923
Aryanti, F. D., Widagdo, U. S. S., & Minsih. (2024). Gerakan literasi untuk anak berkebutuhan khusus intelektual: Implementasi di sekolah luar biasa. Jurnal Basicedu, 8(5), 3762–3772. https://doi.org/10.31004/basicedu.v8i5.8353
Azzahra, F. C., Kurniawan, A. D., Al Fadhil, M. J., Saharani, A. R., Putri, N. M., Megdiansya, K., & Rahman, R. (2025). Literasi Anak Desa: Read-Aloud Method sebagai Media Edukasi di Program KKN Sido Urip. Jurnal Pengabdian Masyarakat Bangsa, 3(8), 3907–3912. https://doi.org/10.59837/jpmba.v3i8.3190
Bakhri, S., Alamsyah, M. F., & Pradini, A. Y. (2025). Improving Infrastructure in Child-Friendly Public Spaces RW. 10 Pekalipan Village, Cirebon City. Society: Jurnal Pengabdian Masyarakat, 4(4), 647-654.
Caroline, M. (2022). An analysis of the effects of English teaching and learning based on interactive read-alouds. Yeong’eo Eomun Gyoyug (English Language & Literature Teaching), 28(2), 75–100. https://doi.org/https://doi.org/10.35828/etak.2022.28.2.75
Cuozzo, C. (2024). West Chester University the Interactive Read-Aloud: A Case Study of Children with Intellectual Disabilities. West Chester University Doctoral Projects.
Fernández-Villardón, A., Valls-Carol, R., Melgar Alcantud, P., & Tellado, I. (2021). Enhancing Literacy and Communicative Skills of Students with Disabilities in Special Schools Through Dialogic Literary Gatherings. Frontiers in Psychology, 12(April), 1–13. https://doi.org/10.3389/fpsyg.2021.662639
Han, N. K., & Yasin, M. H. M. (2024). Effects of using TTSReader in improving English reading skills of students with learning difficulties. Special Education. https://doi.org/10.59055/se.v2i1.16
Hasanah, U., Edwita, & Januar, A. (2019). Literasi Matematika, Gaya Kognitif Dengan High Order Thingking Skill: Studi Korelasional Pada Siswa Sekolah Dasar. Jurnal Pendidikan Dasar, 10(2), 11–23.
Inne Nurjanah; Mutia Mawardah. (2024). Improve pre-reading skills of children with light intellectual impairment with read aloud method. Psikoborneo: Jurnal Ilmu Psikologi, 12(1), 29–34.
Kurniawan, R., Zulkarnain, & Khoiriyah, S. (2026). Enhancing special needs literacy: insights from Indonesian inclusive schools. Journal of Education and Learning, 20(2), 857–869. https://doi.org/10.11591/edulearn.v20i2.21735
Lopo, F. L., Krobo, A., & Wulandani, N. (2025). Effectiveness of Inclusive Learning Method in Improving Social Skills of Children with Special Needs in Elementary SchoolsEffectiveness of Inclusive Learning Method in Improving Social Skills of Children with Special Needs in Elementary Schools. The Journal of Academic Science, 2(3), 964–972. https://doi.org/10.59613/05tyvf26
Ningsih, S., Winarni, R., & R. (2025). The potential of the reading aloud method to build students’ reading skills. Social, Humanities, and Educational Studies (SHEs): Conference Series, 8(1), 111. https://doi.org/https://doi.org/10.20961/shes.v8i1.98872
Ningsih, S., Winarni, R., & Rukayah. (2025). The potential of the reading aloud method to build students’ reading skills. Social, Humanities, and Educational Studies (SHEs): Conference Series, 8(1), 111. https://doi.org/10.20961/shes.v8i1.98872
Nurdyana, Y. B. (n.d.). Read aloud pada pembelajaran berdiferensiasi untuk meningkatkan literasi siswa lambat belajar.
Parween, S., & Ahmad, W. (2025). Inclusive literacy strategies for learners with special needs. In Advancing literacy and learning for students with diverse needs (pp. 263–290). https://doi.org/10.4018/979-8-3693-8427-5.ch011
Perry, K. J. (2021). Perceptions of Classroom Teachers on Read Aloud Practices Implemented Within the Elementary Setting.
Prince, A. M. T., & Hayden, H. E. (2021). Repositioning Disability in Children’s Picture Books Through Classroom Read-Alouds. Sage Journal, 55(1), 306–312. https://doi.org/https://doi.org/10.1177/00400599211038299
Puspitasari, W. D., Ulfiani, E., Muttaqin, A., & Hakim, L. (2025). The application of the reading aloud method to improve beginning reading skills in lower grade UPT SDN Panyirapan. Journal of Innovation and Research in Primary Education, 4(3), 757–764. https://doi.org/10.56916/jirpe.v4i3.1406
Putri, N. N. P., & Mustadi, A. (2024). Enhancement literacy through read aloud relay. International Journal of Elementary Education, 8(4), 633–639. https://doi.org/https://doi.org/10.23887/ijee.v8i4.85261
Rashid, A. (2025). Inclusive literacy: A review of library roles in supporting information literacy development for students with special needs. International Journal of Education, Psychology and Counseling, 10(57), 558–570.
Roca, E., Esnaola, H. Z., León-Jiménez, S., & Aubert, A. (2024). Perceived improvement of literacy skills of students with and without special educational needs through dialogic literary gatherings. Disabilities, 4(4), 1030–1043.
Rose, A. D. (2021). Literacy Instruction Best Practices for Students with Disabilities.
Susanti, R. D., Dewi, A. A., & Zulaikhah, S. (2025). Implementing multisensory pedagogy to strengthen teachers’ role in addressing early reading challenges. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 6(2), 1293–1306.
Toews, S. G., McQueston, J. A., & Kurth, J. A. (2021). Evaluation of the evidence base for shared reading to support literacy skill development for students with extensive support needs. The Journal of the Association for Persons with Severe Handicaps, 46(2), 77–93. https://doi.org/10.1177/15407969211008531
Ulriksen, L. B., Bilet-Mossige, M., Moreira, H. C., Larsen, K., & Nordahl-Hansen, A. (2023). Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: a multiple single-case design with four randomized baselines. Trials, 24(1).
Uyar, R. Ö. (2025). Drama-integrated interactive read-alouds: Perspectives from preschool teachers on a professional development program. Yaşadıkça Eğitim, 39(3), 777–791. https://doi.org/10.33308/26674874.2025393893
Wakeman, S. Y., Ahlgrim-Delzell, L., Gezer, T., Pennington, R., & Saunders, A. (2022). Using Action Research to Develop a Professional Development and Coaching Package for Educators within Inclusive Reading Instruction. Disabilities, 2(4), 641–661. https://doi.org/10.3390/disabilities2040046
Zagona, A. L., Lansey, K. R., Kurth, J. A., & Kuhlemeier, A. (2021). Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives. Journal of Special Education, 55(1), 34–44. https://doi.org/10.1177/0022466920936671
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ajeng Muliasari, Yeni Sulaeman, Omah Mukarromah, Dede Sri Sukaesih, Reni Suwenti, Yeni Haerani
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
