CASE STUDY ON ACADEMIC TUTORING: WRITING LEARNING DIFFICULTIES AMONG SECOND-GRADE ELEMENTARY SCHOOL STUDENTS

Abstract

This research is a case study of a second-grade student, identified by the initials KGLH, combined with an in depth literature review regarding the potential causes of the student's difficulties and possible solutions within the framework of academic guidance services. Data were collected through in-depth interviews with the homeroom teacher, observations of learning activities, and an analysis of the student’s written work. The findings from the interviews and observations indicate that the subject experiences mechanical difficulties in writing, characterized by the incorrect use of capital letters, errors in letter sequencing, illegible handwriting in terms of both form and size, and the omission of periods at the end of sentences. These challenges stem from a tendency to rush and a lack of focus when listening to the teacher's instructions. Proposed solutions for K include: one. providing more opportunities for writing practice, and two. utilizing learning media or methods that help the student recall letters in a more meaningful way. The intervention involves a planned collaboration between the teacher and the parents, incorporating "scaffolding" or gradual support and the use of interactive visual media within both individual and group counseling sessions. Through this synergistic collaboration involving the homeroom teacher, the school counselor, and active support from parents at home it is expected that the writing difficulties experienced by K can be gradually overcome.