Teachers' Efforts to Overcome Reading and Writing Difficulties at Luksagu State Elementary School

Abstract

This study aims to analyze teachers’ efforts in overcoming students’ difficulties in reading and writing amid teacher shortages at SD Negeri Luksagu, North Tinangkung District, Banggai Islands Regency. The research employed a qualitative descriptive approach conducted during the Teaching Practicum Program (PPL), involving fifth-grade students who experienced literacy difficulties, with the classroom teacher as the main informant supported by the principal. Data were collected through classroom observations, unstructured interviews, and documentation of students’ written work, then analyzed using an interactive qualitative model consisting of data reduction, data display, and conclusion drawing, supported by source and technique triangulation to ensure validity. The findings reveal that students’ literacy skills were uneven, as some students still read haltingly, struggled to comprehend texts, misused punctuation and capital letters, and had difficulty constructing coherent sentences. Contributing factors included low reading motivation, limited parental guidance at home, excessive gadget use, and limited opportunities for individualized instruction due to teacher shortages. To address these challenges, teachers and PPL students provided additional tutoring, repeated reading practices, regular writing exercises, and motivational reinforcement. Despite existing constraints, these efforts contributed positively to improving students’ literacy skills and learning motivation