Analisis Kesalahan Membaca dan Menulis Permulaan Ditinjau dari Aspek Fonetik dan Grafomotor pada Peserta Didik Kelas I Sekolah Dasar
Abstract
Here is the English translation suitable for an academic abstract:
This study was motivated by various early reading and writing errors found among first-grade elementary school students. It aimed to describe early reading errors from a phonetic perspective and early writing errors from a graphomotor perspective. This study employed a descriptive qualitative approach involving 21 first-grade students and their teacher. Data were collected through four observation sessions, semi-structured interviews, diagnostic tests, and document analysis, with data validity established through technique triangulation. Data were analyzed using the Miles and Huberman interactive model. The findings revealed four types of early reading errors: substitution, the most dominant error involving consonant and vowel sound replacement; omission, involving the deletion of sounds in medial and final positions; addition, involving unnecessary sound insertion; and distortion, which occurred only in a student with speech developmental difficulties. Early writing errors included ten graphomotor aspects, with inconsistent letter size and poor spacing being the most dominant, while poor margin alignment, faulty letter joins, and unsteady trace were very low. These findings highlight the need to strengthen phonetic-based instruction and the use of concrete graphomotor learning aids to improve students’ early literacy skills
Keywords
References
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