Reframing Reading Pace as a Learning Strategy: Classroom Evidence of Speed Reading Practices in Indonesian Primary Education

Background: Many primary students in Indonesian language classes read too slowly to keep up with lesson demands, which can weaken understanding and reduce achievement. This study treats reading pace as an instructional target by applying structured speed reading practice. Methods: The study used classroom action research conducted in one fourth grade class in Indonesia over two cycles. Twenty students and their teacher participated. Evidence was gathered from reading speed measures, comprehension tests, observation notes, interviews, and classroom documentation. Quantitative patterns were summarized with descriptive comparisons and percentage gains, while qualitative information was used to describe shifts in participation and learning behavior during reading activities. Result: After the intervention, students read more efficiently while maintaining stronger understanding of texts. Mean reading speed increased from 120 to 180 words per minute, and comprehension scores improved from 65 percent to 85 percent. Across cycles, progress was sustained, with cycle indicators showing reading speed improvement reaching 80 percent and learning outcomes rising to 80 percent by the second cycle. Classroom observations and interviews also pointed to greater engagement, improved confidence, and more active involvement in reading tasks. Conclusion: The findings suggest that speed reading can be positioned as a practical classroom strategy to build reading fluency without undermining comprehension. Embedding short, structured speed reading routines in Indonesian language instruction may help students process texts more effectively and support better learning performance.