Scientific Literacy Ability Through Speed Reading Methods in Class V Elementary School Students

: The teacher has not provided a special method to improve reading skills, the teacher has not measured the students' reading speed and the percentage of understanding of the reading content that the students have achieved, apart from that, the students also think that reading is a very boring lesson Reading is an important skill that can have implications for other literacy skills. However, the average reading ability of SDN 1 Nameng students is still not optimal. The aim of this research is to improve students' reading literacy skills by using the speed reading method on students' science lesson material. The method used in this research is action research which refers to the Kemmis and Mc Taggart model using a spiral system cycle consisting of planning, implementing actions, observation and reflection. The results of class actions in cycle I averaged 72.34% and increased in cycle II with an average of 80.46%. The conclusion of the class action carried out shows that the speed reading method is able to improve students' reading literacy skills in science subject matter.


Introduction
Education has an important role in human life, every activity carried out by humans is included in education, because broadly life experience is the education that is most clearly before our eyes.Education in a broad sense means that education does not only take place in one educational institution called a school.However, it occurs in every space of human life and in all development sectors (Syafii et al., 2020).In a narrower sense, education is limited to certain functions (Simaremare et al., 2021).In a society consisting of the transfer of customs (traditions) with social background and outlook on life.Speed reading is the activity of reading quickly in a relatively short time to understand the outline of the content or main idea of a reading, without neglecting understanding of the content (Lubis et al., 2021).Students' reading ability is very important, because as a foundation for determining success, the ability to read and write will really help expand students' experience and abilities, and if young children do not immediately have the ability to read, then they will experience many delays in studying various fields of study in class -next class (Pelo, 2020).
Based on observations made, it shows that reading literacy skills in science learning are only achieved through reading activities (Sianipar, 2022).The teacher has not provided a special method to improve reading skills, the teacher has not measured the students' reading speed and the percentage of understanding of the reading content that the students have achieved, apart from that, the students also think that reading is a very boring lesson (Budia, 2019).So according to the author, the results of interviews with class V teachers have not provided any action related to this problem, so that students still experience a lack of interest in reading, reading fluency and understanding that is still lacking, making learning outcomes not yet meet the KKM values that have been determined by the school.Therefore, on this occasion the author conducted research using a speed reading method that had never been used by class teachers or other teachers before, with the hope of improving students' reading abilities and understanding (Loh et al., 2019).
Based on the description above, it is hoped that there will be an increase in students' speed reading abilities by implementing learning that is more fun and not boring.One learning method that can be applied is the Speed Reading method (Pianzola et al., 2020).Next, the author can conduct classroom action research entitled " Reading Ability in the Folklore Text "Sangkuriang" Using the Speed Reading Method in Class V Students of Sdn Nameng 1, Lebak Regency " (Haberlandt, 2018).
Reading is: reading is a process, strategic and interactive.Reading is a process, meaning that information from the text and the knowledge possessed by the reader have a major role in forming meaning.Strategic means effective reading using various strategies that are appropriate to the text being read.Interactive means the reader's involvement with the text depending on the context.One of the language skills that must be developed is the ability to read, because by reading children can understand the meaning of words and sentences, and understand that there is a relationship between spoken and written language (Brysbaert, 2019).
Meanwhile, in relation to reading, Conklin et al., (2020) provides the understanding that "Reading is the activity of verbalizing or reading only silently by looking at the writing in a reading text".According to (Artawan, 2020;Asrifan et al., 2021;Proctor et al., 2020) "Reading is a critical-creative processing of reading carried out by readers to obtain a comprehensive understanding of the reading, which is followed by an assessment of the situation, value, function and impact of the reading (Sakamoto, 2021).
According to (Khusniyah, 2021;Torppa et al., 2020) explain that, "reading ability is the ability to see and understand the content of what is read, expressed verbally or just in the heart, children can read fluently, well and capture the content of the reading given by the teacher.Based on research conducted by Rahmawati The resulting product is the development of a picture story book based on folklore material for class V elementary schools.According to the definition of reading ability above, the author can conclude that reading plays a very important role in everyday life, especially for children, so they can understand what they see, then they can express it verbally or just in their hearts, as is the case with reading (Barus et al., 2021).steps to make the reading process effective Olivia (2013) namely: (1) Read in an environment that supports you to be more focused, ( 2) don't read everything yet, ( 3) Make notes of the main points, ( 4) Take a break while digesting, ( 5) Pause for a moment in a difficult chapter, ( 6) ) Recall, recall!, ( 7) Tell other people, ( 8) Donate your book (Pressley et al., 2023).
Reading purpose is to gain knowledge, find the facts contained in the reading, then provide an assessment of these facts, take the main idea and outline in the reading, express the beauty contained in a literary work, so that readers have reading skills using sentence songs, intoation sentences, fragmentation of words or sentences as well as correct and precise pronunciation of phonemes (Dickinson et al., 2019).
Speed reading is a type of reading that prioritizes speed in managing and quickly receiving information without leaving out understanding of aspects of the reading (Susanti et al., 2021).Therefore, what must be understood and recognized in the speed reading process are eye movement patterns and recognizing key words to understand the content contained in the reading text.(Wexler et al., 2018).According to Chasanah Speed reading is a reading system that uses speed without ignoring understanding.Speed reading activities must be linked to reading goals, needs and reading materials.Speed reading is reading that is done at high speed without ignoring understanding of the reading (Ross, 2021).Based on the opinions of the experts above, the author concludes that speed reading can be interpreted as a way for someone to read relatively quickly by focusing on the process of thinking and remembering what they read without ignoring understanding in their reading (Rajagukguk, 2019).Some speed reading steps (Halamish et al., 2020;Khasawneh et al., 2020) , namely: Preparation, Implementation, Eye muscle training, Peripheral Eye Exercises (following the movement of the index finger), Breathing Exercises, Exercises to speed up eye movements, Exercises to widen the range of the eyes, Concentration Training, Super fast reading practice, Practice recognizing words, Practice recognizing phrases, Concentration exercises to untangle tangled threads, Concentration exercise: counting the number of dots (Caswell et al., 2018).
The objectives of speed reading obtained by (Aquino et al., 2021;Rintaningrum, 2019) are: (1) Obtaining a general impression of a book, article or short writing, (2) Finding certain things from reading material, (3) Finding or placing the required material in the library, (4) Finding the information you need from reading material quickly and effectively, (5) Searching for book pages or reading material in a short time, (6) Not much time is wasted because there is no need to pay attention or read parts that we don't need (Potter, 2018).

Method
This research uses the classroom action research (PTK) method.This research examines student activities and learning outcomes using the Kemmis and Mctaggart models (Kosasih Galingging et al., 2022).In simple terms, PTK can be defined as a controlled investigative process that is recyclable and self-reflective in nature carried out by prospective teachers with the aim of making improvements to systems, ways of working, processes, content, competencies or learning situations (Brodin et al., 2020).

Figure 1. Classroom Action Research Design
This research was carried out at SDN N ameng 1, Rangkasbitung District, Lebak Regency.The subjects of this research were class V students with the number of subjects in this research being 26 students consisting of 16 male students and 10 female students.The method that will be used in this research is a model developed by Kemmis and Mc Tagger using a spiral cycle system.At the beginning, the action begins with a pre-cycle to identify problems that exist during the process of learning to read, where the research is used as preparation and balancing material for using the Speed Reading method in cycles I and II.Observations were carried out by paying attention to the teacher's teaching, student activity and student reading learning outcomes.At the end of learning to carry out a test, from the test results it is known the student's learning outcomes in Indonesian folklore material before using the speed reading method (Liu et al., 2018).
The data collection techniques used in this research are: Observation, Interview and test.The research instrument is a tool used to measure speed reading ability which includes.h student formative test results (Bursali et al., 2019).

Result and Discussion
Students who reached the KKM at the time of observation based on the pre-cycle were still very few compared to the number of students who did not reach the KKM. as in Table 1.Based on the success indicators above, it is very necessary to take corrective action, for this reason the author improves the students' reading process.The students' reading process was previously limited to reading only the available textbooks and the author applied the speed method reading on students' reading abilities (Tampubolon et al., 2020).
In cycles I and 2, 2 meetings were held, namely the 1st meeting and the 2nd meeting with the theme "Extracting important information from the sangkuriang narrative text which is presented orally and in writing using what, where, when, who, why, and How".The learning process is carried out by apperception, namely the author explains the speed method reading.Next, the author asks students to understand or listen to the speed method reading, the author distributes the story text to students and explains the learning steps using the speed method reading (de Freitas et al., 2018).Results of the reading ability test of students who were given the Sangkuriang text to train or test related to student understanding, using the speed method reading (YUNI, 2021).The following are the results of students' text reading ability tests in each cycle.
Based on the table of effective reading speed in precycle, cycle I, and cycle II, there was an increase in cycle I, but students' reading speed can be categorized as follows (Castles et al., 2018).As a result of the pre-action carried out by 26 students, only 17 students completed their studies with grades that met the learning completion standards.The average percentage score is 6.9, 26 with classical learning completeness being 25% of the pre-action results, so it can be seen that there are still many students who are not able to read quickly well.So the author concludes that action needs to be continued by applying the speed method reading (Clark et al., 2021).Furthermore, the results of implementing cycle I actions are in accordance with the success criteria, the action is said to be successful if 75% of the total number of students get a minimum score of 80.The process of learning to read using the speed method reading results in greater scores.Initial condition 69,27 increased to 72 ,3 5.So the actions of cycle I are said to be successful.In line with the results of the implementation of the first cycle of action from the results of reflection, several factors were found which were the main causes of students' weak speed reading ability in implementing Indonesian language learning, including: students' interest in learning to read using the speed method reading is still low, students' interest in reading quickly is still lacking, students are not yet focused on reading, and then students are more likely to have fun chatting with their friends.This indirectly makes students unable to read well.Implementation of the second cycle of action where the results of teacher and student observations as well as the results of the end of cycle test greatly increased to 80.46 % in the very good category (Olson et al., 2021).It can be seen from the picture above that the average score obtained by students increased significantly in the first cycle, this happened because students were enthusiastic about participating in learning activities and likewise in the second cycle there was an increase as well (Oczkus, 2018).

Conclusion
Analysis of fifth grade students' reading ability in cycles I and II using the speed method reading has increased, namely in cycle I the average value 72 , 35 and in cycle II the average value reached 80 , 46 based on this data, it is not only completed with a KKM score of 70 but also classically completed, namely 85 %, so learning using the speed method reading in improving speed reading skills is very well implemented at Elementary School Karaton 1, in the use of the speed method This reading can improve students' reading skills.When using the speed method reading students can be enthusiastic about reading other literature and it really helps readers to know the main ideas of their handbook.From the results of the statement above, it can be concluded that the teacher guides and teaches students to read in a structured manner according to the Rencana Pelaksanaan Pembelajaran (RPP), with the conclusion above that the students' ability to read quickly in learning Indonesian through the speed method reading has increased.

Figure 1 .
Figure 1.Graphs The Average Pre-Cycle, Cycle 1 And Cycle 2

Table 1 .
Description of students' effective reading speed before action

Table 2 .
Description of effective reading speed in precycle, cycle I and cycle II

Table 3 .
Recapitulation of reading speed for fifth grade students at SDN Nameng 1