<![CDATA[This study aims to describe the implementation of the SAS (Structural-Analytic-Synthetic) method in beginning reading instruction for first-grade students at SDN 6 Sungai Raya, covering instructional stages, teacher strategies, the use of media, and student responses during the learning process. The study was motivated by the fact that some students experienced difficulties in recognizing letters and learning to read. A qualitative descriptive approach was employed, and the study was conducted at SDN 6 Sungai Raya. The research subjects were the teachers of classes IA and IB, selected based on their direct involvement in implementing beginning reading instruction. Data were collected through observation and the analysis of teaching modules. Observational data were analyzed descriptively by identifying the stages of the SAS method implementation, instructional strategies, media usage, and student responses, while the teaching modules were analyzed based on the alignment of lesson planning with the stages of the SAS method. The results indicate that the teachers implemented the SAS method through structural, analytic, and synthetic stages, utilizing varied instructional strategies and concrete media such as letter cards, word cards, and pictures. Throughout the learning process, students demonstrated engagement and enthusiasm in participating in the beginning reading activities. These findings demonstrate that the SAS method was implemented through structured instructional stages, supported by a variety of strategies and concrete media suited to the characteristics of beginning reading instruction]]>
Copyrights © 2026
