<![CDATA[This study aims to describe the subjective process and experience of third-grade students at SDN 07 Dungkan in learning to read aloud through the application of the global method, as well as to identify supporting and inhibiting factors. The choice of the global method is based on efforts to build contextual and meaningful reading comprehension for elementary school students. This study uses a qualitative method with a phenomenological approach. Data collection was carried out through moderate participatory observation, semi-structured interviews with 10 research subjects, questionnaires with 17 students, and documentation studies. Data analysis was conducted systematically through the stages of data reduction, data presentation, and drawing conclusions based on the Miles and Huberman model. The results indicate that learning with the global method can increase student motivation and self-confidence because it starts from complete language units (sentences) that are relevant to everyday life. The main supporting factors are the role of the teacher as a facilitator and the effective use of word cards. Meanwhile, internal obstacles include visual difficulties in distinguishing similar letters, and external obstacles include low literacy assistance at home due to the dominant use of mobile devices. This study concludes that the global method is effective in overcoming students' psychological barriers to reading while facilitating the formation of meaning through a gradual and meaningful approach.]]>
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