ANALISIS KESULITAN MEMBACA PERMULAAN PEMBELAJARAN BAHASA INDONESIA PADA SISWA KELAS SATU SD MUHAMMADIYAH EMPAT BATU

Reading is a fundamental language skill that must be mastered from an early age, particularly at the elementary school level. However, difficulties in early reading are still commonly found among first-grade students. This study was motivated by the discovery of four first-grade students at SD Muhammadiyah 04 Batu who exhibited difficulties in recognizing letters, decoding basic words, and understanding reading content. Early reading difficulties observed include: the ability to understand and recall words read, the ability to recognize basic words, the ability to recognize difficult words, the ability to explain the meaning contained in texts, and the ability to answer questions based on the reading. The purpose of this study is to analyze the forms of early reading difficulties experienced by first-grade students.
This research uses a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation. The subjects of this study were first-grade students at SD Muhammadiyah Four Batu who were identified as having difficulties in early reading. The data were analyzed using the Miles and Huberman model, which includes data collection, data reduction, data presentation, and drawing conclusions.
The results showed that students’ difficulties in early reading are influenced by both internal and external factors. Internal factors include low cognitive ability, lack of reading interest, and weak memory retention. External factors involve unsupportive learning environments, limited study time at home, and lack of parental involvement. Students struggle with letter recognition, syllable decoding, reading basic words, and understanding reading passages. Nonetheless, the students remain enthusiastic about learning and are responsive to guidance. Teachers have provided special assistance through repeated reading, personalized approaches, and the creation of a supportive and enjoyable learning environment. Therefore, effective teaching strategies and active involvement from both teachers and parents are essential to overcoming early reading difficulties in young learners.