Improving Early Reading Skills through the Phonetic Method among First-Grade Elementary School Students
DOI:
https://doi.org/10.71392/ejip.v5i2.135Keywords:
Beginning Reading, Phonetic Method, Learning Achievement, Classroom Action Research, Primary SchoolAbstract
Beginning reading is a fundamental literacy skill, yet some Grade 1 students still experience difficulties in recognizing letters, connecting letters with sounds, and reading words fluently. This study aimed to investigate the improvement of Grade 1 students’ beginning reading achievement through the phonetic method and to examine teacher and student activities and students’ responses during the learning process. This Classroom Action Research was conducted in two cycles, each consisting of planning, action, observation, and reflection, involving 22 Grade 1 students at SD Negeri 28 Peusangan. Data were collected through achievement tests, observations, and interviews and analyzed descriptively using percentages. The results showed that students’ learning achievement improved from Cycle I to Cycle II. Classical mastery increased from 45.45% to 90.90%, while the mean score increased from 65.00 to 76.97. Teacher activity increased from 87.69% to 94.61%, and student activity increased from 86.92% to 92.30%. Students also demonstrated positive responses to the learning process. The study concludes that the phonetic method can improve beginning reading achievement and promote active student participation in Grade 1 learning
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