LITERACY LEARNING STRATEGIES TO OVERCOME READING DIFFICULTIES IN GRADE I ELEMENTARY SCHOOL STUDENTS

Abstract

This study aims to identify literacy learning strategies used by teachers in overcoming reading difficulties in grade I elementary school students. Reading problems in the early stages are a challenge that teachers often face in the learning process, especially in early childhood who do not have mature phonological skills. This study uses a descriptive qualitative approach with Vygotsky's theory of social constructivism as a basis for thinking, which emphasizes the importance of social interaction in the development of children's language skills. The data was obtained through an in-depth interview method with grade I teachers in one of the elementary schools in Tangerang Regency. The research instrument is in the form of semi-structured interview guidelines that focus on learning strategies, the types of reading difficulties faced by students, and how teachers overcome these problems. Data is analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results of the study showed that teachers used various literacy learning strategies such as phonetic approaches, whole word reading methods, the use of visual media and word games, and regular reading activities to improve students' reading skills. Teachers also strengthen students who have reading barriers individually. The conclusion of this study is that a variety of literacy learning strategies tailored to the characteristics of students are very helpful in reducing reading difficulties in early grades.