Teacher's Strategies for Overcoming Reading and Writing Delays in Lower-Grade Students at SDN 1 Mejobo

Rizki Tsaniazulfa, Sekar Dwi Ardianti, Mohammad Syafruddin Kuryanto

Abstract


This study aimed to describe the teacher's strategy for overcoming students' reading and writing delays and elucidate the factors influencing lower-grade students' reading and writing delays at SD Negeri 1 Mejobo. This qualitative research was carried out at SDN 1 Mejobo, Mejobo Sub-district, Kudus Regency, taking the subject of teachers and second-grade students. Data collection techniques were performed through interviews, observation, and documentation. The results uncovered that the strategy or learning pattern applied by the teacher in overcoming lower-grade students’ reading and writing delays covered seven stages: 1) identifying students' reading and writing difficulties, 2) ascertaining students who had reading and writing difficulties, 3) consulting learning problems and discussing appropriate strategies to overcome reading delays with fellow teachers, 4) guiding reading together and instructing students to copy readings, 5) inviting students to listen and pay attention to friends who were reading and teaching students to write cursive, 6) dictating texts to students so that they learned to compose sentences and teaching students to make simple essays, and 7) giving assessment and evaluation of students' reading and writing abilities. The effectiveness of the seven stages has been analyzed and could be used as a recommendation for homeroom teachers who want to overcome delays in reading and writing in lower grades. Therefore, it can be concluded that in overcoming reading and writing delays, homeroom teachers have seven strategies that can be utilized as references.


Keywords


Teacher’s Strategy; Reading Difficulties; Writing Difficulties

Full Text:

PDF

References


Abdullah, R. (2016). Pembelajaran dalam perspektif kreativitas guru dalam pemanfaatan media pembelajaran. Lantanida Journal, 4(1), 35–59.

Amiruddin, M. Z., Widihastrini, F., Trimurtini, T., & Bektiningsih, K. (2021). Pelayanan pendidikan bagi anak berkesulitan belajar di sekolah inklusi. Prosiding Penelitian Pendidikan dan Pengabdian 2021, 1(1), 1223–1236.

Ardianti, S. D., Wanabuliandari, S., & Kanzunnudin, M. (2019). Implementasi pembelajaran berbasis ethno-edutainment untuk meningkatkan karakter cinta tanah air siswa sekolah dasar. Refleksi Edukatika: Jurnal Ilmiah Kependidikan, 9(2), 204–209.

Indriani, R. I. (2021). Improvement of beginning writing skills using image media. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 9(1), 56–67.

Iskandar, R., Zulela, M. S., & Fahrurrozi, F. (2021). Menstimulasi peserta didik yang mengalami kesulitan belajar membaca permulaan di sekolah dasar. Mimbar PGSD Undiksha, 9(2), 330–336.

Jannah, N., Fadhila, D., & Enawar, E. (2022). strategi guru kelas dalam mengatasi kesulitan membaca pada siswa kelas 2 SDN Sukasari II Kabupaten Tangerang. Jurnal Elementary, 5(1), 6–9.

Lidwina, S. (2012). Disleksia berpengaruh pada kemampuan membaca dan menulis. Jurnal STIE Semarang, 4(3), 9–17.

Magdalena, I., Haq, A. S., & Ramdhan, F. (2020). Pembelajaran pendidikan kewarganegaraann di Sekolah Dasar Negeri Bojong 3 Pinang. BINTANG, 2(3), 418–430.

Mustikowati, D., Wijayanti, E., & Darmanto, J. (2016). Meningkatkan semangat membaca dan menulis siswa sekolah dasar dengan permainan kata bersambut. Briliant: Jurnal Riset dan Konseptual, 1(1), 39–42.

Natalita, R. K., Situngkir, N., & Rabbani, S. (2019). Meningkatkan keterampilan menulis tegak bersambung dengan menggunakan metode drill pada siswa kelas 1 SD. COLLASE (Creative of Learning Students Elementary Education, 2(1), 18–25.

Pahlevi, A. W. (2017). Peran Guru dalam memberikan layanan bimbingan belajar menulis permulaan pada siswa kelas 1 SD Muhammadiyah 23 Semanggi Surakarta. Proseding Seminar Nasional dan Call for Paper 2019, 1(1), 32–39.

Pratiwi, K. W., Gading, I. K., & Antara, P. A. (2021). Instrumen penilaian kemampuan membaca permulaan pada anak usia dini. Journal for Lesson and Learning Studies, 4(1), 33–38.

Putri, Y. (2014). Efektifitas metode Fernald dalam meningkatkan kemampuan membaca permulaan bagi anak kesulitan belajar. Jurnal Penelitian Pendidikan Khusus, 3(2), 81–95.

Qasim, M., & Maskiah, M. (2016). Perencanaan pengajaran dalam kegiatan pembelajaran. Jurnal Diskursus Islam, 4(3), 484–492.

Qutrinnida, M. S., Roysa, M., & Kuryanto, M. S. (2022). Analisis kesalahan ejaan pada karangan narasi siswa kelas IV SD. Jurnal Ilmiah Ilmu Pendidikan, 5(3), 747–751.

Ratnasari, R., & Ehan, E. (2017). Pengaruh metode Fernald terhadap kemampuan membaca permulaan huruf awas peserta didik low vision. Jurnal Asesmen dan Intervensi Anak Berkebutuhan Khusus (JASSI-Anakku), 18(1), 8–12.

Salmia, S. (2020). The role of teachers in overcoming difficulties in learning to read: Writing and counting elementary school students. Indonesian Journal of Primary Education, 4(2), 152–162.

Satrijono, H., Badriyah, I. F., & Hutama, F. S. (2019). Penerapan strategi Know, Want To Know, Learned (KWL) untuk meningkatkan hasil belajar membaca pemahaman siswa kelas IVB Tema Indahnya Keragaman di Negeriku di SDN Jember Lor 02. Jurnal Profesi Keguruan, 5(1), 102–107.

Saugadi, S., Malik, A., & Burhan, B. (2021). Analisis upaya guru dalam mengatasi kesulitan belajar membaca siswa. Jurnal KIBASP (Kajian Bahasa, Sastra dan Pengajaran), 4(2), 118–126.

Subakti, H., Ikhsan, M., Tunru, A. A., & Saldam, S. (2021). Analisis kesulitan membaca siswa pada kelas rendah di SDI Darul Falah 2 Samarinda Utara. Tarbiyah Wa Ta'lim: Jurnal Penelitian Pendidikan dan Pembelajaran, 8(3), 165–170.

Suleman, D., Hanafi, Y. R., & Rahmat, A. (2021). Meningkatkan kemampuan siswa membaca permulaan melalui metode Scramble di kelas II SDN 3 Tibawa Kabupaten Gorontalo. Aksara: Jurnal Ilmu Pendidikan Nonformal, 7(2), 713–726.

Susanti, R. D. (2018). Strategi Guru kelas dalam mengatasi kesulitan belajar akademik siswa dalam pembelajaran di sekolah dasar. Konseling Edukasi: Journal of Guidance and Counseling, 2(2), 139–154.

Wahyuni, F., & Herlinda, H. (2021). Paradigma pembelajaran efektif Bahasa Dan Sastra Indonesia. Gurindam: Jurnal Bahasa dan Sastra, 1(2), 40–51.

Windiasari, D. A., Wiarsih, C., & Febrianta, Y. (2021). Kesulitan membaca pemahaman peserta didik di kelas IVA SD Negeri 1 Karangnanas. Jurnal IKA PGSD (Ikatan Alumni PGSD), 9(1), 239–247.

Windrawati, W., Solehun, S. & Gafur, H. (2020). Analisis faktor penghambat belajar membaca permulaan pada siswa kelas I SD Inpres 141 Matalamagi Kota Sorong. Jurnal Papeda, 2(1), 10–16.

Yuline, Y. (2018). Mengenal layanan identifikasi kesulitan belajar dan diagnosis kesulitan belajar serta hambatannya dalam proses belajar mengajar di sekolah. Jurnal Cakrawala Kependidikan, 6(2), 172-180.

Yunus, S. (2021). Diagnosis kesulitan belajar dan perbaikan belajar (remedial). Review Of Multidisciplinary Education, Culture And Pedagogy, 1(1), 75–86.




DOI: https://doi.org/10.17509/ebj.v4i2.49085

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Universitas Pendidikan Indonesia

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal is indexed by