Tips for Teaching Reading Using the Alphabet Method

This paper is a strengthening of the method of teaching reading for grade I elementary school (SD) students which has been published on gurus Sukses.com and has received the attention of many readers.

However, to add important information based on the teaching experiences of fellow teachers who have tried this method, this paper is written. In this article, we have added some information as a complement. Please continue reading!

Definition

Teaching reading using the alphabet method means starting the learning to read by introducing the alphabet to students. Through these familiar alphabets, the teacher then assembles them into words. From familiar words, the teacher then makes a sentence.

Learning steps

At first the teacher introduces the letters (alphabet) to students: abcdefghijklmnopqrstu vwxy z. It is not necessary to introduce 26 letters at once, but quite a few letters are needed. For example, the first five letters: a, b, c, d, e; or three letters: a, b, c.

Remember, students in grade I SD have limited ability to remember. Therefore the letter recognition process should be regulated. At the beginning of the meeting, don’t introduce too many letters. Just three to five letters.

To attract students’ attention, it is best if the introduced letters are made large on the cover paper and posted on the blackboard (you can also use a felt board if available in schools).

Apart from being posted on the blackboard, each letter also needs to be written on the card (letter card, one letter one card), and students are made to own it (schools can work on these letter cards).

The teacher provides examples of how to read letters, and asks students to imitate. First the whole class, then half the class, one quarter class, two seats, finally the individual, back two seats, one quarter class, half class, and back to the whole class.

It must be ensured that every student really knows and understands the letters that are introduced. Do not move to another letter until the letter that is introduced is completely understood by students.

This is important; because, if students do not understand then the teacher adds another letter, then the students will not be able to understand anything. They become ignorant, no longer want to pay attention to teachers.

If the teacher often reprimands the children (who do not understand and turn into ignorant), then they will be frustrated, and may not want to go to school anymore.

Well, if this happens, the teacher will feel very guilty for not succeeding in teaching students.

If the letter recognition is already smooth, the teacher can start assigning several students to take certain letters from the available letter cards.

Let students know the letters without meaning because the goal is to know and understand the letters (alphabet).

Do this activity over and over again so that students really know and understand the letters.

Furthermore, activities can be increased by forming words. Choose multiple consonants and vowels, which combine to make a meaningful word.

For example: mama . Paste or write mama’s letters on the board. Show the students that mom read the word .

Then ask the students what letters the word mama consists of, and direct them so that students can conclude themselves that if the letter m is combined with the letter a, it is read ma.

Give other examples, for example: papa, nana, tata, and others.

And so on, the teacher starts combining consonants with vowels, so that all vowels (a, e, i, o, u) can be used. However, it is not necessary to give all consonants. The x and z are best given later.

After students can read the combination of two consonant-vowel letters, the arrangement can be changed to vowel-consonants. For example: am, an, as, and others.

After this can only be continued with three letters (consonants-vowels-consonants). For example: man, and, bass, and others.

Note: It is necessary to make efforts so that the letters that are introduced to students in a learning meeting (plus the letters that have been taught previously) can be arranged into words so that learning becomes more meaningful.

 

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