Interactive Spelling Method Accelerates Early Literacy Mastery In Primary Education: Metode Eja Interaktif Mengakselerasi Penguasaan Literasi Awal Pada Pendidikan Dasar

Sri Budy Yanti (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)
Muhlasin Amrullah (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)

Indonesian Journal of Education Methods Development
Vol. 21 No. 4 (2026): November

General Background Beginning reading constitutes an essential foundational skill necessary for elementary school children to support future language development and broader academic success. Specific Background First-grade learners at SDN 3 Abung Jayo encounter significant difficulties in recognizing alphabets, differentiating vowel and consonant sounds, and combining letters into simple syllables. Knowledge Gap Monotonous traditional instruction frequently causes early learners to become passive, easily bored, and hesitant to participate in oral exercises. Aims This study investigates the application of a structured spelling approach integrated with visual learning tools to accelerate basic letter recognition and student confidence. Results Following the intervention utilizing letter cards, alphabet boards, and educational games, out of 19 participants, eight achieved fluent mastery and eight attained basic capability. Furthermore, learners exhibited increased enthusiasm, active participation, and bravery when practicing individual oral pronunciation in front of their peers. Novelty Fusing the traditional spelling approach with gamified visual media and differentiated instruction uniquely transforms abstract character recognition into a concrete, interactive experience for early learners. Implications Deploying this multimodal pedagogical strategy provides educators with an engaging framework to resolve phonetic confusion and establish strong foundational competencies in lower-grade classrooms. Highlights: The application of gamified visual tools transformed passive classroom environments into highly enthusiastic learning spaces. Sixteen out of nineteen participants successfully achieved either fluent or basic reading capability following the intervention. Structured phonetic practice successfully eliminated learner hesitation and significantly elevated confidence during oral assessments. Keywords: Beginning Reading, Spelling Method, Alphabet Recognition, Primary Education, Visual Media