Purpose: The purpose of this study was to determine the extent to which new students in elementary school (grade 1) were able to read and to know the difficulties faced by students when reading and its factors. Kesulitan siswa yang paling banyak ditemukan dalam penelitian ini adalah kemampuan dalam membaca suku kata, terutama suku kata yang terdiri dari 3 huruf atau lebihīackground: Learning to read in elementary schools which is carried out at the first grade level is an early stage of reading learning or called beginning reading. Kelancaran siswa dalam membaca sebagian besar pada kategori cukup lancar yaitu sebesar 43%. Kemampuan siswa dalam membaca kata sebagian besar pada kategori mampu yaitu sebesar 32%. Kemampuan siswa dalam membaca suku kata sebagian besar sudah pada kategori cukup mampu yaitu sebesar 46%. Kemampuan siswa dalam membaca huruf konsonan sebagian besar sudah pada kategori cukup mampu yaitu sebesar 35%. Berdasarkan hasil penelitian, kemampuan siswa membaca huruf vokal sebagian besar sudah pada kategori sangat mampu yaitu sebesar 43%. Instrumen penelitian yang digunakan yaitu soal tes membaca permulaan, lembar observasi, dan dokumen-dokumen pendukung lainnya. Teknik pengumpulan data yang digunakan yaitu tes, observasi, dan dokumentasi. Metode penelitian yang digunakan adalah deskriptif kualitatif.
Penelitian tentang analisis kesulitan membaca permulaan ini dilakukan pada siswa kelas 1 SD di Kabupaten Tasikmalaya. Kesulitan membaca ini menjadi penghambat pada proses pembelajaran membaca selanjutnya. Dalam proses pelaksanaannya, biasanya terdapat beberapa siswa yang memiliki kesulitan dalam membaca permulaan. Membaca permulaan merupakan keterampilan membaca yang harus dikuasai oleh siswa Sekolah Dasar kelas rendah, yaitu kelas 1 dan kelas 2. It concludes that there are difficulties of early reading, the causal factors, and the teachers have applied the solution to overcome the early reading difficulties. The results showed that: (1) the early reading difficulties of first grade students were: (a) not able to analyze words into letters, (b) not able to understand letter-sound, (c) not able to arrange words and letters and read word for word (2) the causal factors of early reading difficulties were: (a) internal factors, (b) external factors (3) alternative solutions applied by the teachers to overcome the early reading difficulties were: (a) having additional classes, (b) applying interesting media, (c) using the SAS method.
The subjects were four students of first grade. P> The study aimed to determine the early reading difficulties to first grade students of SDN Argopeni in academic year of 2019/2020, to determine the causal factors of early reading difficulties, and to describe the solutions to overcome early reading difficulties to first grade students of SDN Argopeni in academic year of 2019/2020. This means that learning difficulties of reading are associated with low student learning outcomes in other subjects. In terms of achievement of learning outcomes, students who have difficulty learning to read show low learning outcomes in other subjects.
There are differences and similarities in the characteristics of learning difficulties in reading faced by students in certain forms of difficulty. The results of the study showed that learning difficulties of reading faced by students appear in four forms of unusual reading habits, mistakes to recognize words, misconceptions of reading, and various symptoms. Data were analyzed by qualitative descriptive analysis technique. To collect research data using interview techniques, observation, documentation, and reading practice test. The research was conducted using the qualitative approach with descriptive case study type. This research was conducted at Sekolah Dasar Negeri 3 Sekolah Dasar Negeri 3 Bobosan Kecamatan Purwokerto Utara, Kabupaten Banyumas, Provinsi Jawa Tengah, in April - June 2011. This study aims to analyze the shape and characteristics of learning difficulties in reading at the early grade student of primary school different learning difficulties of reading experienced by each student, as well as various forms or types of learning difficulties read the most dominant faced by students.
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