Analysis of Beginning Reading Ability of Second Grade Elementary School Students
Keywords:
early reading, second-grade students, systematic phonics, basic literacy, elementary schoolAbstract
This study aims to describe the early reading ability of second-grade students at SD Inpres 16, Sorong Regency. Early reading ability constitutes a fundamental foundation for mastering more complex language skills. This research employed a descriptive quantitative approach using a survey design, involving 20 students as research subjects. Data were collected through an early reading test comprising 20 word items, direct classroom observation, and documentation. Data analysis utilized quantitative descriptive techniques by converting obtained scores into percentages classified according to criterion-referenced assessment criteria. Results indicated that students' early reading ability falls within the Good category, with a mean test score of 12.8 and a mean observation score of 10.4. A total of 60% of students were categorized as Good to Very Good, while 40% remained in the Adequate and Need Guidance categories. Primary difficulties included pronunciation of consonant cluster letters (ng, ny), halting reading fluency, and low confidence in reading aloud. This study recommends implementing systematic phonics-based instruction, habituated reading aloud practices, and creation of a supportive literacy environment to improve the early reading ability of all students.
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