Strategies Employed by Indonesian Language Teachers in Improving the Reading Skills of First Grade Students at SDN 21 Tegineneng

Abstract

This study aims to describe the strategies employed by Indonesian language teachers in improving the reading skills of first grade students at SDN 21 Tegineneng. The study employed a descriptive qualitative approach, with data collection techniques consisting of observation, interviews, and documentation. The findings revealed that the teacher systematically designed learning strategies through the preparation of teaching modules, the selection of methods such as read-aloud and spelling techniques, as well as the use of instructional media in the form of word cards and pictures. The learning process was implemented gradually by actively involving students through shared reading activities and individual practice. Students’ responses to the learning activities tended to be positive, as indicated by increased participation and interest in reading, although reading abilities remained varied. The challenges encountered included differences in students’ abilities, low learning motivation, and limited parental support. The teacher addressed these challenges through individual guidance, the use of concrete instructional media, and the provision of motivation. The findings of this study emphasize that adaptive and contextual learning strategies play an important role in improving students’ early reading skills