UPAYA GURU DALAM MENGATASI PERBEDAAN KEMAMPUAN MEMBACA PERMULAAN SISWA SEKOLAH DASAR KELAS RENDAH SD INPRES 2 BESUSU

Abstract

Early reading skills are essential competencies that elementary school students must master because they serve as the foundation for learning at higher educational levels. However, disparities in early reading abilities remain evident among students, particularly in letter
recognition, syllable pronunciation, word formation, and reading simple sentences. This study aimed to describe differences in early reading skills among lower-grade students at SD Inpres 2 Besusu and to analyze teachers’ efforts to address these differences through
Classroom Action Research (CAR). The research was conducted in two cycles consisting of planning, action, observation, and reflection stages. Participants were lower-grade students who demonstrated varying levels of early reading proficiency. Data were collected through reading tests, observations, interviews, and documentation and analyzed using quantitative and qualitative approaches. The findings revealed a significant improvement in students’ early reading skills, with average achievement increasing from 60% in Cycle I to 88.4% in Cycle II. Improvements were observed across all assessed indicators. The study concludes that the use of letter cards, word cards, flashcards, and individualized as well as small-group guidance effectively reduces reading skill disparities and enhances the quality of early reading instruction in elementary schools.