<![CDATA[This study aims to improve first graders' basic reading abilities at SDN 2 Pelem by combining the phonics method with the SAS approach, enhanced by the use of word cards. It talks about the problems that come with not being able to read very well at first, like having trouble recognising letters, saying syllables, and understanding how letters and sounds connect. The study was carried out over two different cycles employing Classroom Action Research based on the Kemmis and McTaggart approach. Every cycle had phases for evaluation, planning, execution, and monitoring. The participants were first-year students who were taking classes during the 2025/2026 academic year. Data gathering techniques comprised observations, interviews, documentation, and evaluations of oral reading. The results show a steady rise in fundamental reading ability. At first, just 40% of the students met the completion criteria; the average mark was 64.6. After the first cycle, the percentage of students reaching mastery rose to 60%, and the average score went up to 68.6. With an average score of 82.6 and student mastery at 85%, the second cycle showed remarkable improvement. Furthermore, teacher performance increased to 88.02%, classified as very good, while student participation climbed to 85%. Therefore, with the help of word cards, the blend of phonics and SAS techniques has proven to be successful in enhancing the fundamental reading ability of first-grade elementary school pupils. This approach provides a well-organized and engaging structure that links phonetic awareness with thorough word recognition.]]>
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