The Role of Teachers in Improving Basic Reading Skills among First Grade Students at MI Ijtihadil Islamiyah NW Karang Kendal

Abstract

This study is motivated by differences in beginning reading abilities among first-grade students at MI Ijtihadil Islamiyah NW Karang Kendal. Some students continue to experience difficulties in recognizing and distinguishing letters, combining letters into syllables, and reading simple words. These challenges highlight the importance of teachers’ active involvement in providing guidance and creating engaging reading instruction tailored to students’ abilities. This study aims to describe teachers’ roles in improving first-grade students’ basic reading skills, identify the instructional methods and media employed, and examine the supporting and inhibiting factors, as well as the strategies used to address difficulties in beginning reading. This study employed a qualitative descriptive approach. Data were collected through classroom observations, interviews with the first-grade teacher and the head of the madrasah, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña model, which involves data reduction, data display, and conclusion drawing and verification. Data trustworthiness was established through source and methodological triangulation. The findings indicate that teachers play four key roles in improving students’ basic reading skills. As guides, teachers provide individual assistance and additional instruction. As motivators, they offer praise and rewards to encourage students’ enthusiasm and confidence. As facilitators, they provide instructional media and a reading corner. As evaluators, they monitor students’ reading progress. The instructional methods combine the alphabetic method and the syllabic method, supported by letter cards, illustrated word cards, and reading aids. Supporting factors include students’ enthusiasm and the head of the madrasah’s support. Inhibiting factors include differences in students’ initial reading abilities, limited concentration, and insufficient reading support at home. These challenges are addressed through educational games, additional guidance, and communication with parents. In conclusion, teachers’ comprehensive involvement and family support are essential to fostering the development of beginning reading skills among first-grade students.