Layanan Bimbingan Belajar dalam Membantu Siswa dengan Kesulitan Membaca (Studi Kasus di Kelas II SDN Tangkolo Kabupaten Sukabumi)

Abstract

This research is based on observations made by researchers during the implementation of the Real Work Lecture (KKN) and the practice of microteaching courses. According to the researcher's observations, at SDN Tangkolo class II there are students who still do not understand the spelling of the letters of the alphabet. These student difficulties can be found during learning activities and these children prefer to play outside the classroom. Then the child prefers to play with high-class children, in the sense that the child does not like to play without being regulated by other people. This condition shows that the child feels discomfort in the classroom so he prefers to spend time outside the classroom. Therefore, it is necessary to have a tutoring service program which is an activity carried out structurally in serving and guiding students who are still having difficulties in learning. The problem discussed in this study is a design for a tutoring program designed to serve and guide students who still have difficulty reading and spelling. The purpose of this study is to make recommendations for tutoring programs that are appropriate for the needs of students with reading difficulties at Tangkolo Elementary School. Because in learning activities in class, there are still some students who still do not understand how to spell letters correctly, there are also students who cannot distinguish letters that look the same. The approach used in this research is a qualitative approach with a case study method. This method is carried out with data collection techniques through observation, interviews, and documentation to obtain data and information through direct observations and sources. From the findings that have been analyzed, that students who have difficulty reading need a tutoring service which includes a reading tutoring service program, as well as an evaluation of questions. So that the process of learning activities for students who have difficulty learning to read can be served and run well according to their needs.