Application of the Reading Method without Spelling in Beginning Reading Learning

Abstract

This study aims to describe the implementation of the non-spelling reading method in early reading instruction for first-grade students at MI Muhammadiyah Kedunggudel. This research employed a qualitative approach with a case study design. The subjects of this study were first-grade students, and the data were collected through observation, reading tests, and documentation. The data were analyzed using data reduction, data display, and conclusion drawing. The results of the study showed that the students’ early reading ability was initially low and dominated by spelling-based reading habits. The implementation of the non-spelling reading method was carried out gradually through daily reading activities by emphasizing the recognition of syllables and words as whole units. After the implementation, there was a significant improvement in students’ reading ability, indicated by increased reading fluency, the ability to recognize words directly, and better comprehension of simple texts. In addition, students showed positive responses, such as increased enthusiasm and confidence in reading. In conclusion, the non-spelling reading method is effective in improving early reading skills of first-grade students, including reading fluency, comprehension, and students’ attitudes toward reading activities.