Analysis Of The Application Of The Syllable Method In Reading Learning For Grade III Elementary School Students

Abstract

This study aims to analyze and describe the application of the syllabic method in reading instruction for third-grade students at SDN 1 Jenggala in the 2025/2026 academic year. The background of this study is based on the finding that some students experience a decline in attention and enthusiasm when reading activities monotonously focus on the use of textbooks, which impacts their reading abilities. This study utilizes a qualitative approach with a descriptive research design. Data collection was carried out through classroom observations, in-depth interviews with classroom teachers, students, and the principal, as well as documentation. The results showed that the implementation process of the syllabic method in grade III went very well and consistently through the stages of planning, implementation (initial introduction, blending, word construction), and evaluation. Reading exercises were carried out repeatedly so that students did not just spell but were able to read fluently and understand the content of the reading text. The main supporting factors include the use of a play-based learning approach (word guessing) which triggers joy, enthusiasm, and teacher appreciation that increases student confidence. Meanwhile, external inhibiting factors consist of limited time due to dense curriculum targets, and the lack of continuity in reading learning at home. Internal inhibiting factors include students' cognitive load when facing closed syllables (consonants) and double consonants. Overall, the application of the syllabic method is highly effective and has a significant positive impact on improving the reading skills of students in the lower grades.