Analisis Peran Guru dalam Penerapan Metode Eja untuk Keterampilan Membaca Awal Siswa Kelas 1 SD

Penelitian ini bertujuan untuk menganalisis peran guru dalam penerapan metode eja terhadap keterampilan membaca awal siswa kelas I Sekolah Dasar. Penelitian menggunakan pendekatan deskriptif kualitatif yang dilaksanakan di SDN Sidotopo IV Surabaya pada semester ganjil tahun ajaran 2025/2026. Subjek penelitian meliputi guru kelas I dan siswa yang mengalami kesulitan membaca awal. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan kuesioner terbuka, sedangkan analisis data menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa guru berperan aktif dalam merencanakan, melaksanakan, dan mengevaluasi pembelajaran membaca awal melalui metode eja. Penerapan metode eja dilakukan secara bertahap meliputi pengenalan huruf, kesadaran bunyi, serta sintesis bunyi menjadi suku kata dan kata sederhana. Metode eja yang didukung media pembelajaran dan bimbingan guru terbukti membantu untuk menumbuhkan keterampilan membaca awal siswa, meskipun masih terdapat beberapa siswa yang memerlukan pendampingan lanjutan.

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This study aimed to analyse the role of teachers in implementing the Spelling Method on the reading skills of first-grade students in an elementary school. The study used a descriptive qualitative approach and was conducted at SDN Sidotopo IV Surabaya in the odd semester of the 2025/2026 academic year. The study subjects included first-grade teachers and students experiencing early reading difficulties. The Data collection techniques were employed, including observation, interviews, and open-ended questionnaires, while data analysis used the Miles and Huberman model. The research results indicated that teachers play an active role in planning, implementing, and evaluating early reading instruction through the spelling method. The spelling method is implemented in stages, encompassing letter recognition, sound awareness, and synthesizing sounds into syllables and simple words. The spelling method, supported by learning media and teacher guidance, has been proven to help develop students' early reading skills, yet some students still require added support.