ENHANCING EARLY READING SKILLS THROUGH THE SPELLING METHOD AND PICTURE MEDIA: A CLASSROOM ACTION RESEARCH IN GRADE ONE
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- Abstract
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Early reading is a foundational competence for accessing learning in the first years of primary school, yet some beginning readers experience difficulty recognizing letters, combining sounds, and reading simple syllables and words. This classroom action research examined the use of a spelling method supported by picture media to improve early reading skills among ten first-grade students at SDN 095207 Sorba Tonduhan, Simalungun, Indonesia. The study was conducted in two cycles consisting of planning, action, observation, and reflection. Data were obtained from individual learning tests, classroom observation, student work, and reflective documentation, and were analyzed descriptively using class mean scores and mastery percentages with a minimum mastery criterion of 70. In Cycle I, the class mean was 66 and 50% of students achieved mastery. After the visual scaffolding and letter–syllable–word activities were strengthened in Cycle II, the mean increased to 78.5 and mastery reached 80%. The findings indicate that structured spelling practice combined with relevant pictures can support beginning readers by linking letter forms, sounds, syllables, and meaningful words while increasing classroom engagement.
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