Miftakhul Khoiriyah, Ika Evitasari Aris, Maulina Rahayu

ANALISIS KEMAMPUAN MEMBACA SISWA KELAS 1 DENGAN MENGGUNAKAN MEDIA FLASHCARD DI SDN 2 BUMI NABUNG UTARA

Introduction

Analisis kemampuan membaca siswa kelas 1 dengan menggunakan media flashcard di sdn 2 bumi nabung utara. Analisis kemampuan membaca awal siswa kelas 1 SDN 2 Bumi Nabung Utara menggunakan media flashcard. Temukan bagaimana flashcard efektif tingkatkan minat literasi dini.

Abstract

This study aims to analyze the early reading skills of first-grade students at SDN 2 Bumi Nabung Utara through the use of flashcard media. The research background is grounded in the importance of reading as a fundamental skill in elementary education. Employing a qualitative descriptive approach, the subjects included students, classroom teachers, and relevant learning documents. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that the reading process occurs gradually, starting from letter recognition to reading simple sentences. Students demonstrated varied abilities in recognizing letters, pronouncing sounds, and understanding the meaning of words or sentences. Their responses to flashcard use were positive, reflected in attention, interest, and active participation. Overall, flashcards effectively supported teacher–student interaction in early reading, providing a clear depiction of the actual condition of beginning literacy skills in elementary school.

Review

This study, titled "ANALISIS KEMAMPUAN MEMBACA SISWA KELAS 1 DENGAN MENGGUNAKAN MEDIA FLASHCARD DI SDN 2 BUMI NABUNG UTARA," addresses a highly pertinent topic in primary education: the development of early reading skills. The focus on first-grade students and the use of flashcard media is particularly relevant given the foundational importance of literacy acquisition. The stated aim to analyze these skills through a qualitative descriptive approach, involving students, teachers, and documents, suggests a commitment to understanding the nuanced processes involved in beginning literacy within a specific educational context. The methodology employed, encompassing observations, interviews, and documentation, appears well-suited for gathering rich, qualitative data necessary to explore the intricacies of early reading development. The findings indicate a gradual progression in reading, from letter recognition to simple sentence comprehension, alongside a spectrum of student abilities. Crucially, the abstract highlights the positive reception and engagement of students with flashcard media, which effectively supported teacher-student interaction. This suggests flashcards are a valuable tool in fostering an attentive and participative learning environment for beginning readers, offering practical insights into their application. While the abstract provides a strong overview of the study's scope and preliminary findings, the full paper would benefit from elaborating on certain aspects. For instance, a more detailed description of the "varied abilities" observed, perhaps with illustrative examples or categorizations, would further enrich the understanding of student progress. Additionally, insight into the specific design and implementation of the flashcards, including frequency and duration of use, could enhance replicability and provide clearer guidelines for educators. Exploring potential challenges encountered during the intervention and how they were addressed would also add valuable depth. Overall, this study offers a clear and practical depiction of early literacy conditions, setting the stage for deeper pedagogical exploration.

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