Peran Guru dalam Mengatasi Kesulitan Membaca Permulaan pada Siswa Kelas 1A MI Yaa Bunayya

Abstract

This study was motivated by the difficulties experienced by some first-grade students in acquiring early reading skills at MI Yaa Bunayya. The study aims to describe the role of teachers in overcoming early reading difficulties among students in Class 1A at MI Yaa Bunayya and to describe the obstacles faced by teachers in addressing these difficulties. The study employed a descriptive qualitative design. Data were collected through observation, semi-structured interviews, and documentation, involving the Class 1A homeroom teacher as the primary informant and the principal, vice principal for curriculum, and person in charge of facilities and infrastructure as supporting informants. Data were analyzed through data reduction, data presentation, and conclusion drawing. The validity of the data was examined through source and technique triangulation, as well as transferability, dependability, and confirmability. The results of the study indicate that: (1) teachers played three main roles in overcoming early reading difficulties, namely as diagnosticians through the identification of students’ reading abilities, as facilitators through the provision of learning media and individualized guidance, and as evaluators through continuous assessment and reading practice; (2) the obstacles faced by teachers consisted of internal and external barriers, including limited instructional time, a large number of students in one class, limited learning media and reading materials appropriate to students’ abilities, the lack of specialized teacher training, and insufficient parental support in guiding students to practice reading at home.