Strategi Guru Mengatasi Kesulitan Membaca Permulaan melalui Metode CIRC pada Siswa Kelas III MI Salafiyah Gapuro

Naila Najwah; Isna Jazila

doi:10.59061/guruku.v4i2.1435

Authors

Naila Najwah Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Isna Jazila Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

DOI:

https://doi.org/10.59061/guruku.v4i2.1435

Keywords:

Cooperative Integrated Reading and Composition (CIRC), early reading difficulties, elementary madrasah, peer tutoring, teacher strategies

Abstract

Students' difficulties in early reading were reflected in their reading ability, which was still characterized by spelling out words, lack of fluency, frequent confusion in distinguishing letters, and limited ability to comprehend simple reading texts. These conditions affected students' self-confidence and learning motivation during the learning process. This study aimed to identify the characteristics of students' early reading difficulties, describe teachers' strategies in implementing the Cooperative Integrated Reading and Composition (CIRC) method, and determine the obstacles and solutions encountered during the learning process. This study employed a qualitative approach with a descriptive research design. Data were collected through observations, interviews, and documentation involving the Grade III B teacher and students of Grade III B at MI Salafiyah Gapuro. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings revealed that students' reading difficulties were characterized by weak letter recognition, low reading fluency, and limited comprehension of simple texts. To address these issues, the teacher implemented the CIRC method through heterogeneous learning groups, shared reading activities, peer tutoring, group discussions, and continuous motivation. The implementation of this method positively improved students' reading skills, confidence in reading aloud, and cooperation with peers. The obstacles encountered included limited instructional time, a lack of varied reading materials, and differences in students' abilities. The solutions involved intensive guidance, the utilization of peer tutors, and the provision of more engaging reading materials tailored to students' needs.

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