Kemampuan Membaca dan Faktor Pendukungnya pada Siswa Kelas V Sekolah Dasar

Penelitian ini bertujuan untuk menganalisis tingkat kemampuan membaca siswa kelas V SDN 15 Tampe serta mengidentifikasi faktor internal dan eksternal yang memengaruhinya. Studi ini penting karena tidak hanya memetakan kategori kemampuan membaca siswa, tetapi juga menjelaskan keterkaitan antara kelancaran membaca, ketepatan pelafalan, intonasi/prosodi, pemahaman bacaan, motivasi, dukungan keluarga, strategi pembelajaran guru, dan fasilitas literasi sekolah. Penelitian menggunakan pendekatan deskriptif kualitatif dengan dukungan data kuantitatif sederhana dari rubrik observasi membaca. Subjek penelitian terdiri atas 15 siswa kelas V, satu guru kelas, dan tiga orang tua siswa. Data dikumpulkan melalui observasi membaca, wawancara semi-terstruktur, dan dokumentasi. Data dianalisis melalui reduksi data, penyajian data, penarikan kesimpulan, serta triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa 3 siswa atau 20% berada pada kategori tinggi, 7 siswa atau 47% berada pada kategori sedang, dan 5 siswa atau 33% berada pada kategori rendah. Kelemahan utama siswa tidak hanya terletak pada aspek teknis membaca, tetapi juga pada lemahnya transisi dari membaca teknis menuju membaca bermakna. Sebagian besar siswa masih memahami informasi literal, tetapi kesulitan menjawab pertanyaan inferensial dan evaluatif. Faktor internal yang memengaruhi kemampuan membaca meliputi motivasi, kosakata, minat, dan kepercayaan diri, sedangkan faktor eksternal meliputi dukungan keluarga, strategi pembelajaran guru, ketersediaan bahan bacaan, dan fasilitas literasi sekolah. Temuan ini menegaskan perlunya pembelajaran membaca yang terpadu melalui latihan membaca rutin, membaca ekspresif, diskusi teks, penguatan motivasi, dan kolaborasi antara sekolah dan keluarga.

 Reading Ability and Its Supporting Factors among Fifth-Grade Elementary Students

This study aims to analyze the reading ability level of fifth-grade students at SDN 15 Tampe and identify the internal and external factors influencing it. This study is significant because it does not merely classify students’ reading ability but also explains the relationship among reading fluency, pronunciation accuracy, intonation/prosody, reading comprehension, motivation, family support, teachers’ instructional strategies, and school literacy facilities. This research employed a qualitative descriptive approach supported by simple quantitative data from a reading observation rubric. The research subjects consisted of 15 fifth-grade students, one classroom teacher, and three parents. Data were collected through reading observations, semi-structured interviews, and documentation. The data were analyzed through data reduction, data display, conclusion drawing, and source and technique triangulation. The findings showed that 3 students or 20% were in the high category, 7 students or 47% were in the medium category, and 5 students or 33% were in the low category. The main weakness was not only found in technical reading skills but also in students’ limited transition from technical reading to meaningful reading. Most students were able to understand literal information but had difficulty answering inferential and evaluative questions. Internal factors affecting reading ability included motivation, vocabulary, reading interest, and self-confidence, while external factors included family support, teachers’ instructional strategies, availability of reading materials, and school literacy facilities. These findings highlight the need for integrated reading instruction through regular reading practice, expressive reading, text discussion, motivation enhancement, and collaboration between schools and families.