ANALISIS KESULITAN MEMBACA PERMULAAN PESERTA DIDIK KELAS 1 SD MUHAMMADIYAH 4 MALANG

ABSTRACT

Darmyati Sulfi, 2026. Analysis of Beginning Reading Difficulties in First-Grade Students at Muhammadiyah 4 Elementary School, Malang. Thesis, Department of Elementary School Teacher Education, Faculty of Education, Science, and Humanities, University of Muhammadiyah Malang. Advisor: Abdurrohman Muzakki, M.Pd.

Keywords: Analysis of difficulties, beginning reading, reading difficulties, first- grade students

This research is motivated by the continued presence of first-grade students experiencing beginning reading difficulties at Muhammadiyah 4 Elementary School, Malang. While beginning reading skills are an important foundation for the learning process in elementary school, some students still struggle to recognize letters, combine letters into syllables, and read simple words fluently. Therefore, this study aims to describe the forms of beginning reading difficulties, the factors influencing these difficulties, and teachers' efforts to address them in first-grade students at Muhammadiyah 4 Elementary School, Malang.

The theoretical review in this research covers the concept of reading, beginning reading, the purpose of beginning reading, indicators of beginning reading, and factors influencing beginning reading skills. The study focused on difficulties in recognizing letters, distinguishing letters with similar shapes, combining letters into syllables, reading simple words, and reading fluency in first-grade elementary school students.

This research used a descriptive qualitative approach. The subjects were first-grade teachers and first-grade students at Muhammadiyah 4 Elementary School, Malang. Data were collected through observation, interviews, documentation, and field notes.

The results showed that students still experience various early reading difficulties, including difficulty recognizing letters, distinguishing similar letters, combining letters into syllables, reading simple words, and reading fluency. The causes of these difficulties stem from internal factors such as poor letter recall, difficulty distinguishing letter sounds, and unequal learning readiness, as well as external factors such as limited time for reading practice at school and variations in teaching methods. Teachers' efforts to address these difficulties include gradual reading instruction, grouping students based on reading ability level, using learning media such as ACM books and letter flashcards, providing additional reading practice, and intensive mentoring tailored to students' learning needs.