READING WHEEL IN LEARNING TO COMBINE SYLLABLES IN FIRST GRADE ELEMENTARY SCHOOL: A QUALITATIVE DESCRIPTIVE STUDY

Yuana Yanuarianti, Dwi Sulistyorini, Lilik Sulistyowati

Abstract


Early reading skills are the main foundation for the development of literacy in elementary school children. However, reading instruction in lower grades still tends to be mechanistic and does not foster students' language creativity. This study aims to describe the process of learning to assemble syllables using the Reading Wheel media, explore students' experiences and responses to its use, and analyze language-creativity aspects that emerge during learning activities. The study uses a qualitative, descriptive approach. Data were obtained through participatory observation, in-depth interviews, and documentation at an elementary school in Oro-Oro Ombo,  Batu. The results showed that learning with the Reading Wheel media was active, participatory, and enjoyable. Teachers served as facilitators, providing social scaffolding for students. Students showed positive responses, including enthusiasm, confidence, and improved phonological skills. Students' linguistic creativity was evident in their fluency, diversity, uniqueness, and development in stringing syllables together to form new words. The Roda Baca media not only facilitated phonics learning but also naturally fostered children's linguistic creativity. The implications of this study emphasize the importance of using concrete manipulatives in early reading instruction in elementary schools to integrate early literacy and linguistic creativity.

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