(Department of Indonesian Language Education, Universitas Malikussaleh, Aceh Utara, Indonesia)
(2) Siti Aisyah Hanim
(Department of Indonesian Language Education, Universitas Malikussaleh, Aceh Utara, Indonesia)(3) * Ririn Rahayu
(Department of Indonesian Language Education, Universitas Malikussaleh, Aceh Utara, Indonesia)(4) Trisfayani Trisfayani
(Department of Indonesian Language Education, Universitas Malikussaleh, Aceh Utara, Indonesia)*Corresponding author
AbstractThis study aims to identify and analyze the factors that cause reading difficulties in high grade students at Sekolah Elementary Negeri 19 Sawang. This research was conducted against the background of the discovery of high-grade students who are not able to read effectively at the reading comprehension stage, which has an impact on the low learning outcomes of students in various subjects. These problems encourage the need for an in-depth study to find out the factors that cause reading difficulties so that appropriate treatment efforts can be formulated. The data in this study is in the form of qualitative and quantitative data obtained from students in grades IV, V, and VI of SD Negeri 19 Sawang, as well as supporting data from classroom teachers and principals. Research data sources include informants, reading learning activities, and relevant learning documents. This study uses a descriptive research method with a qualitative approach. Data collection techniques are carried out through observation, interviews, questionnaires, and documentation. Data analysis techniques are carried out by means of data reduction, data presentation, and conclusion drawn. The results showed that the reading difficulties of high-grade students were caused by several main factors, namely linguistic factors, cognitive factors, motivational factors, family environment factors, school environment factors, learning media use factors, and psychological factors. Linguistic and motivational factors are the most dominant factors influencing students' reading difficulties. The findings of this research are expected to be considered for teachers and schools in designing more effective reading learning strategies and improving literacy culture in elementary schools.
KeywordsReading Difficulty Factors; Students; Elementary School
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DOIhttps://doi.org/10.33122/ejeset.v7i1.1351 |
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