Andri Yani, Dian Ferdiansyah

Analisis Kemampuan Membaca Siswa Kelas III di SDN Kaduronyok 2 Cisata Pandeglang Banten

Introduction

Analisis kemampuan membaca siswa kelas iii di sdn kaduronyok 2 cisata pandeglang banten. Analisis mendalam kemampuan membaca siswa kelas III SDN Kaduronyok 2 Pandeglang. Ungkap faktor penyebab kesulitan membaca: motivasi rendah, kurang dukungan ortu, & metode belajar kurang efektif.

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan membaca permulaan siswa kelas III di SDN Kaduronyok 2, Cisata, Kabupaten Pandeglang. Penelitian ini dilakukan karena banyak siswa di kelas tersebut mengalami kesulitan dalam membaca, seperti mengidentifikasi huruf, merangkai huruf menjadi kata, serta memahami isi bacaan. Faktor-faktor yang mempengaruhi kesulitan membaca meliputi keterbatasan dalam mengingat huruf, memahami huruf vokal dan konsonan, serta rendahnya konsentrasi. Selain itu, penelitian juga menemukan adanya siswa yang memiliki masalah pada alat bicara yang mempengaruhi kemampuan mereka dalam membaca. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan data berupa observasi, tes, wawancara, dan dokumentasi. Subjek penelitian terdiri dari siswa kelas III, pendidik, serta orang tua siswa. Hasil penelitian menunjukkan bahwa kesulitan membaca diakibatkan oleh berbagai faktor, baik internal maupun eksternal, seperti rendahnya motivasi belajar, kurangnya dukungan orang tua, serta penggunaan metode pembelajaran yang kurang efektif.   

Review

This study, titled "Analisis Kemampuan Membaca Siswa Kelas III di SDN Kaduronyok 2 Cisata Pandeglang Banten," addresses a highly relevant educational challenge: understanding reading difficulties among third-grade students. The stated aim to analyze the initial reading abilities of these students is clear and pertinent, particularly given the acknowledged prevalence of reading struggles, including difficulties with letter identification, word formation, and comprehension, within the target population. The research effectively establishes the critical need for investigation into this foundational skill, which is essential for academic success. Methodologically, the study employs a qualitative approach, which is appropriate for exploring the complex and multifaceted nature of reading difficulties. The use of multiple data collection techniques—observation, tests, interviews, and documentation—strengthens the credibility and depth of the findings by triangulating data from various sources. The inclusion of diverse subjects, encompassing students, educators, and parents, provides a comprehensive perspective on the issue. The findings are compelling, identifying a wide array of contributing factors to reading difficulties, ranging from internal cognitive challenges like limited letter recall and understanding of phonemes, and even speech impediments, to external influences such as low student motivation, inadequate parental support, and the implementation of less effective teaching methodologies. Overall, this research offers valuable insights into the complexities of early reading acquisition failures in a specific regional context. Its strength lies in identifying the diverse interplay of internal and external factors contributing to reading difficulties, providing a holistic view of the problem. While the abstract clearly outlines the contributing factors, a more detailed elaboration on the specific nature and prevalence of each identified difficulty in the full paper would further enhance its analytical depth. The findings provide a robust foundation for developing targeted and context-specific intervention strategies and pedagogical improvements. Future research could build upon these findings by exploring the effectiveness of particular interventions designed to address the identified barriers to reading proficiency.

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