An Analysis of Factors Contributing to Reading Comprehension Difficulties among Grade V Students

Abstract

This study aims to describe the types of reading comprehension difficulties experienced by Grade V students at SD Negeri 3, Sorong Regency, and to identify the factors contributing to those difficulties in Indonesian Language learning. A qualitative approach with a case study method was employed. Data were collected through observation, interviews, and documentation. Research subjects comprised five Grade V students identified as experiencing reading difficulties, selected from a class of 20. Data analysis followed the qualitative interactive model encompassing data reduction, data display, and conclusion drawing. The findings indicate that the overall reading ability of Grade V students at SD Negeri 3, Sorong Regency, is categorised as adequate, with 5 out of 20 students demonstrating low reading ability. Three categories of reading comprehension difficulty were identified: (1) failure to observe punctuation marks, manifested in 3 out of 5 students; (2) non-fluent oral reading, which prevents adequate processing of text meaning; and (3) inability to comprehend text content, identified in 4 out of 5 students and closely associated with limited word recognition, low reading fluency, and inadequate vocabulary. Two interacting categories of factors contribute to these difficulties: (1) psychological factors, including low reading motivation, limited reading interest, and poor self-confidence; and (2) school environment factors, including classroom noise due to proximity to a busy road and the use of predominantly lecture-based instructional methods. The teacher's responsive efforts include employing effective instructional strategies (discussion and demonstration methods), building student self-confidence through positive reinforcement, and implementing reading remediation programmes.