Interactive Letter Cards Optimize Beginning Reading Skills In Primary Education

Abstract

General Background Foundational reading proficiency represents an essential prerequisite for young learners before advancing to higher educational stages. Specific Background Second-grade students at Batu Raja State Elementary School 2 encounter severe difficulties in distinguishing similar alphabet symbols, synthesizing syllables, and maintaining focus during study sessions. Knowledge Gap Conventional teaching methods often fail to concretize abstract phonetic concepts into tangible forms, leading to low participation and boredom among early learners. Aims This classroom action research seeks to accelerate spelling, alphabet recognition, and word pronunciation through game-based visual media. Results Conducted over two evaluation cycles, the implementation of brightly colored visual media raised the average learner score from 63.75 to 85.38. Furthermore, classical learning completeness surged from 25 percent in the pre-cycle phase to a perfect 100 percent by the final assessment. Novelty Integrating visual manipulatives with a play-and-learn instructional approach uniquely transforms abstract linguistic symbols into concrete objects for young students. Implications Deploying interactive visual tools provides an engaging pedagogical strategy to resolve phonics confusion and establish strong foundational literacy in elementary settings. Highlights: The deployment of visual phonetic media raised the average evaluation score from 63.75 to 85.38 across two cycles. Classical learning completeness achieved a 100 percent mastery rate by the final assessment phase. Game-based instructional methods successfully converted monotonous study sessions into highly engaging environments. Keywords: Early Literacy, Visual Phonetic Media, Elementary Students, Action Research, Play-Based Instruction