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Classroom Reading Corners For Basic Literacy Acquisition In Primary Education: Pojok Baca Kelas Untuk Pemerolehan Literasi Dasar Pada Pendidikan Dasar Marhidaya; Ermawati Zulikhatin Nuroh
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1162

General Background Fundamental reading and writing proficiencies constitute the main educational foundation for students in early elementary grades. Specific Background Conventional teaching sessions frequently cause second-grade students to become bored, resulting in low enthusiasm and difficulties in understanding simple story plots. Knowledge Gap Despite the recognized value of non-formal school facilities, maintaining continuous student engagement and overcoming limited book varieties within the classroom remains a significant pedagogical challenge. Aims This study investigates the application of reading corners to stimulate the foundational text comprehension and writing skills of second-grade students. Results The descriptive qualitative implementation revealed that utilizing comfortable spaces equipped with age-appropriate illustrated books successfully transformed student attitudes from passive to highly enthusiastic. Furthermore, students demonstrated notable progress in text fluency, vocabulary enrichment, and the ability to compose three to five simple sentences with correct spelling in their journals. Novelty This research demonstrates that integrating a structured fifteen-minute habituation routine with interactive reflection trees and routine book rotations successfully sustains early childhood scholastic engagement. Implications Schools should actively establish and creatively manage non-formal learning spaces, supported by parental involvement and varied book collections, to ensure continuous foundational skill development. Highlights: Implementing daily fifteen-minute book exploration routines fostered enthusiastic student participation. Students successfully formulated simple sentences and grasped new vocabulary through interactive journal assignments. Routine material rotation and reward systems resolved boredom and sustained long-term engagement. Keywords: Reading Habituation, Vocabulary Enrichment, Second Grade, Writing Skills, Nonformal Facility

Letter Card Media Application For Basic Reading Literacy In Elementary Education: Aplikasi Media Kartu Huruf Untuk Literasi Membaca Dasar Pada Pendidikan Dasar Maryati; Ermawati Zulikhatin Nuroh
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1163

General Background Early phonics proficiency forms the primary academic foundation for first-grade students transitioning from preschool to formal schooling systems. Specific Background First-grade students frequently struggle to differentiate visually similar alphabet characters and blend syllables due to monotonous instructional methods lacking engaging visual stimuli. Knowledge Gap While manipulative tools are recognized in pedagogy, their specific integration with color-coding and peer tutoring to systematically overcome initial phonetic boredom remains insufficiently explored. Aims This study investigates the utilization of physical visual instruments to accelerate alphabet recognition, syllable blending, and simple word pronunciation among young learners. Results The implementation transformed conventional phonetic activities into interactive games, resulting in an average class score increase from 53.6 to 85.3. Students successfully manipulated physical tools to form words, demonstrating significant improvements in character differentiation and pronunciation fluency. Novelty Integrating color-coded vowels and consonants with interactive word-puzzle games provides a tangible approach that rapidly demystifies abstract phonetic structures for early learners. Implications Primary educators should adopt physical, manipulative instruments combined with structured play activities to replace rote memorization and accelerate early phonetic fluency in lower grades. Highlights: The utilization of physical manipulative tools escalated the average comprehension score from 53.6 to 85.3. First-grade students successfully distinguished similar alphabet characters by engaging with colorful visual instruments. Transforming phonics exercises into interactive word puzzles significantly reduced student boredom during instructional sessions. Keywords: Early Phonics, Letter Cards, Primary Education, Syllable Blending, Visual Media

Picture Word Cards Resolving Early Reading Difficulties In Primary Schools: Kartu Kata Bergambar Mengatasi Kesulitan Membaca Permulaan Di Sekolah Dasar Maulidin; Ermawati Zulikhatin Nuroh
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1171

General Background Initial literacy is a fundamental skill essential for students as a foundation for understanding various learning materials. Specific Background In first grade, learning involves introducing alphabets and basic spelling, yet many pupils face trouble recognizing these characters. Knowledge Gap While academic challenges are common, specific obstacles like confusing similar shapes such as b, d, and p require targeted instructional interventions. Aims This qualitative descriptive study aims to analyze initial literacy obstacles among first-grade learners and identify contributing factors while deploying illustrated vocabulary tools. Results Data collected through observation, interviews, and documentation reveal that learners struggle to distinguish characters, blend sounds into syllables, and comprehend simple texts. These obstacles stem from internal variables like low motivation and external variables including limited learning materials, unvaried teaching methods, and lacking family support. Deploying illustrated vocabulary tools, combined with individualized mentoring and repetitive practice, helped most learners recognize characters correctly, read simple syllables, and build self-assurance. Novelty The study highlights the targeted application of visual tools in concurrently diagnosing specific alphabet confusion and facilitating decoding progression within classroom settings. Implications Instructors and parents must collaborate to create engaging learning experiences, utilizing concrete visual tools and specialized mentoring to support literacy development. Highlights: First-grade learners frequently experience trouble distinguishing similar alphabets and blending syllables. Low motivation combined with limited family support heavily constrains initial decoding skills. Illustrated vocabulary media successfully builds self-assurance and independent spelling capabilities for children. Keywords: Initial Literacy, Learning Obstacles, Illustrated Vocabulary Media, Elementary Education, Decoding Skills

Picture Storybooks Advance Early Reading Comprehension In Primary Classrooms: Buku Cerita Bergambar Memajukan Pemahaman Membaca Permulaan Di Ruang Kelas Dasar Yusnani; Ermawati Zulikhatin Nuroh
Indonesian Journal of Education Methods Development Vol. 21 No. 4 (2026): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i4.1178

General Background Reading constitutes a foundational capability that must be cultivated during early childhood education. Specific Background Many first-grade learners encounter severe difficulties in recognizing alphabets and understanding simple texts due to monotonous instructional media lacking visual appeal. Knowledge Gap Conventional teaching tools, such as standard textbooks and basic letter cards, fail to engage young learners, often leading to mechanical memorization and contextual guessing without accurate spelling. Aims This classroom implementation utilizes illustrated storytelling materials alongside guided strategies to build letter recognition, syllable decoding, and narrative understanding among twenty-eight first-grade students. Results Observational data across two structured sessions revealed that basic fluency progressed from a 39% baseline to 79%. Additionally, storytelling grasp progressed significantly, with 71% of participants fulfilling minimal rubric criteria and 64% successfully recounting narrative elements by the final session. Novelty Integrating visual narratives with explicit decoding scaffolding transforms passive memorization routines into an active, contextualized literacy experience. Implications Instructors should systematically adopt illustrated literature paired with targeted mentoring strategies to lower learning anxiety and support foundational literacy in elementary settings. Highlights: Visual media systematically lowers learning anxiety and motivates alphabet decoding among first-grade students. Guided literacy strategies transition young learners from mechanical guessing to accurate syllable spelling. Integrating narrative illustrations significantly elevates basic fluency and oral retelling proficiencies. Keywords: Illustrated Narratives, Foundational Literacy, Guided Decoding, Visual Scaffolding, First Grade Learners

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