Picture Word Cards Resolving Early Reading Difficulties In Primary Schools: Kartu Kata Bergambar Mengatasi Kesulitan Membaca Permulaan Di Sekolah Dasar

Maulidin (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)
Ermawati Zulikhatin Nuroh (Program Studi Pendidikan Guru Sekolah Dasar, Universitas Muhammadiyah Sidoarjo)

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

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