Analisis Guru Menggunakan Metode Fonik Berbantuan Media Flash Card Untuk Mengatasi Kesulitan Membaca Permulaan Siswa Kelas Ii Sekolah Dasar
Year: 2026
Type: article
Study design: Systematic Review
Abstract: This study aims to analyze how teachers use the phonics method assisted by flash card media to address early reading difficulties among second-grade elementary school students. The study employed a qualitative approach using a Systematic Literature Review (SLR) and referred to the PRISMA 2020 reporting framework. Relevant national and international studies were identified using keywords related to phonics, early reading, teacher strategy, flash cards, and elementary school. The literature was analyzed thematically based on teacher implementation, forms of reading difficulty, the role of flash cards, supporting and inhibiting factors, and implications for classroom practice. The synthesis indicates that phonics is generally implemented through explicit connections between graphemes and phonemes, followed by blending sounds into syllables and words. Flash cards provide visual prompts that support repeated and engaging practice. Teacher modelling, immediate feedback, individual adaptation, and sustained practice are important implementation elements. However, the evidence is heterogeneous because many studies focus on experimental, classroom action, development, or case-study designs rather than teacher practice itself. Thus, phonics assisted by flash cards is a relevant strategy, but its implementation still requires assessment and teacher adaptation.
Authors: Risnawati Ardanis, Asep Hadi Hambali
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7223559105