Triami Dina Yulianti, Ikha Listyarini, Muhammad Arief Budiman

ANALISIS KETERAMPILAN LITERASI MEMBACA PERMULAAN BERBASIS WORDWALL PESERTA DIDIK KELAS I SD MUHAMMADIYAH KUTOARJO KABUPATEN PURWOREJO TAHUN PELAJARAN 2024/2025

Introduction

Analisis keterampilan literasi membaca permulaan berbasis wordwall peserta didik kelas i sd muhammadiyah kutoarjo kabupaten purworejo tahun pelajaran 2024/2025. Studi ini menganalisis efektivitas Word Wall dalam meningkatkan keterampilan literasi membaca permulaan siswa kelas 1 SD Muhammadiyah Kutoarjo. Hasilnya, minat & kemampuan membaca meningkat.

Abstract

This study aims to analyze the early reading literacy skills based on the use of Word Wall media for first-grade students at SD Muhammadiyah Kutoarjo, Purworejo Regency, in the 2024/2025 academic year. Early reading literacy is a fundamental skill that students must master in the learning process, including the ability to recognize symbols, read letters, identify letter sounds, read syllables, and read words. This research employed a descriptive qualitative method. Data were collected through observation, interviews, and documentation techniques. The results showed that students' early reading literacy skills were still low before the implementation of Word Wall media. After applying the Word Wall media, students found it easier to recognize symbols, letters, letter sounds, syllables, and words. Moreover, the use of Word Wall media increased students' interest and motivation in learning early reading skills. Thus, the implementation of Word Wall media proved to be effective in improving early reading literacy skills among first-grade students. It is expected that this study can be an alternative strategy for teachers to apply creative and engaging learning methods in teaching early reading at the elementary school level.

Review

This study, "ANALISIS KETERAMPILAN LITERASI MEMBACA PERMULAAN BERBASIS WORDWALL PESERTA DIDIK KELAS I SD MUHAMMADIYAH KUTOARJO," investigates the impact of WordWall media on early reading literacy skills among first-grade students. The research addresses a highly pertinent educational challenge, as early reading literacy is a foundational skill crucial for subsequent academic success, encompassing abilities from symbol recognition to reading words. The abstract effectively highlights the various components of early reading assessed. Employing a descriptive qualitative methodology with data collected through observation, interviews, and documentation, the study reports promising findings, indicating that WordWall media not only facilitated students' recognition of foundational reading elements but also significantly enhanced their interest and motivation, thereby proving effective in improving early reading literacy skills. While the study presents an encouraging intervention, several methodological aspects could benefit from further elucidation in the full paper. The abstract concludes that WordWall "proved to be effective" and led to students finding tasks "easier," which are strong claims often associated with more explicit comparative or quantitative measures. For a purely descriptive qualitative study, the abstract could provide more insight into *how* this "effectiveness" and ease were qualitatively observed and interpreted through the lens of observations, interviews, and documentation. Detailing the themes, specific qualitative indicators, or rich descriptive evidence used to assess improvement from "low" skills to "easier" recognition would strengthen the methodological rigor and the validity of the conclusions drawn, especially if no formal pre- and post-intervention assessments were utilized. Overall, this research offers valuable insights into a creative and engaging strategy for teaching early reading literacy, aligning with the call for alternative and motivating learning methods in elementary education. The findings strongly suggest that WordWall media holds considerable potential as a pedagogical tool for improving foundational reading skills. For future development, the study could consider exploring the long-term impact of WordWall implementation or incorporating a mixed-methods approach to provide a more comprehensive picture of effectiveness through both qualitative depth and potentially quantitative measures of skill improvement. Nevertheless, this study makes a relevant contribution by demonstrating a practical, student-centered approach to addressing critical early literacy needs.

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