STUDI KASUS PENANGANAN HAMBATAN KETERAMPILAN BAHASA PADA ANAK KELAS 1A SDN CIPINANG 03 JAKARTA TIMUR ~SITI CHOIRUNNISA, 1112822006~ (TESIS YANG DITULIS UNTUK MEMENUHI SEBAGIAN PERSYARATAN UNTUK MENDAPATKAN GELAR MAGISTER PROGRAM MAGISTER PENDIDIKAN ANAK USIA DINI FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA 2026)

SITI CHOIRUNNISA, . (2026) STUDI KASUS PENANGANAN HAMBATAN KETERAMPILAN BAHASA PADA ANAK KELAS 1A SDN CIPINANG 03 JAKARTA TIMUR ~SITI CHOIRUNNISA, 1112822006~ (TESIS YANG DITULIS UNTUK MEMENUHI SEBAGIAN PERSYARATAN UNTUK MENDAPATKAN GELAR MAGISTER PROGRAM MAGISTER PENDIDIKAN ANAK USIA DINI FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA 2026). Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Hambatan keterampilan bahasa pada peserta didik kelas awal sekolah dasar dapat memengaruhi kemampuan belajar, berkomunikasi, dan berpartisipasi dalam pembelajaran. Penelitian ini bertujuan mendeskripsikan bentuk hambatan keterampilan bahasa, penanganan yang dilakukan guru, serta faktor-faktor yang memengaruhi penanganannya pada peserta didik kelas 1A SDN Cipinang 03 Jakarta Timur. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus yang melibatkan guru kelas dan dua peserta didik berinisial AK dan GZ. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Keabsahan data diperiksa melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa peserta didik mengalami hambatan membaca permulaan berupa kesulitan membaca kata secara utuh dan lancar; hambatan menulis permulaan berupa penghilangan huruf dan kesulitan menuliskan kata berdasarkan bunyi; serta hambatan komunikasi verbal berupa pengucapan yang kurang jelas, suara pelan, dan kurang percaya diri. Guru menangani hambatan tersebut melalui pendampingan individual, scaffolding, latihan bertahap, penggunaan media pembelajaran, pengulangan pengucapan, pertanyaan terbuka, penguatan positif, dan refleksi pembelajaran. Penanganan tersebut dipengaruhi oleh karakteristik peserta didik, kompetensi dan strategi guru, lingkungan dan media pembelajaran, serta dukungan orang tua dan layanan pendukung. Penelitian ini menyimpulkan bahwa penanganan hambatan keterampilan bahasa memerlukan strategi yang adaptif, bertahap, dan sesuai dengan karakteristik serta kebutuhan peserta didik. Kata kunci: hambatan keterampilan bahasa; membaca permulaan; menulis permulaan; komunikasi verbal; penanganan guru ***** Language skill difficulties among students in the early grades of elementary school may affect their ability to learn, communicate, and participate in classroom activities. This study aimed to describe the forms of language skill difficulties, the strategies employed by the teacher to address these difficulties, and the factors influencing their implementation among Grade 1A students at SDN Cipinang 03 East Jakarta. This study employed a qualitative case study approach involving the classroom teacher and two students, identified by the initials AK and GZ. Data were collected through observations, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña, which included data condensation, data display, and conclusion drawing and verification. Data trustworthiness was established through methodological triangulation. The findings revealed difficulties in beginning reading, including difficulty reading words accurately and fluently; beginning writing, including letter omissions and difficulty writing words based on sounds heard; and verbal communication, including unclear pronunciation, low speaking volume, and lack of confidence. The teacher addressed these difficulties through individualized support, scaffolding, gradual practice, instructional media, pronunciation repetition, open-ended questions, positive reinforcement, and learning reflection. These strategies were influenced by student characteristics, teacher competence and strategies, the learning environment and instructional media, as well as parental support and support services. The study concludes that addressing language skill difficulties requires adaptive and gradual strategies tailored to the characteristics and needs of individual students. Keywords: language skill difficulties; beginning reading; beginning writing; verbal communication; teacher support strategies

Item Type:	Thesis (Magister)
Additional Information:	1). Dr. Indra Jaya, M.Pd. ; 2). Ade Dwi Utami, S.Pd., M.Pd., Ph.D.
Subjects:	Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S2 Pendidikan Anak Usia Dini
Depositing User:	Siti Choirunnisa .
Date Deposited:	21 Aug 2026 08:08
Last Modified:	21 Aug 2026 08:08
URI:	http://repository.unj.ac.id/id/eprint/72579

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