Masalah Membaca Pemahaman Literal pada Siswa Kelas 2 Sekolah Dasar
Abstract
One common reading phenomenon is that many children read fluently but do not understand the content of the reading. In the second grade of elementary school, not all children are able to master reading with literal comprehension well. This condition shows that mastery of reading with literal comprehension is a necessity for children with learning difficulties. This research aims to explain the forms of children's errors when reading texts and the areas of literal reading comprehension that are difficult for children with reading difficulties to master. The research was carried out using qualitative methods with a descriptive type on seven students with reading difficulties. The results of the research show that there are ten forms of reading errors when students read text, while the domains of literal comprehension reading skills that are difficult to master are elements of character, cause and effect relationships, elements of similarities and differences, and elements of details/facts. Based on the research results that have been obtained, it is understood that the ability to read texts influences children's ability to understand the content of reading texts.
Keywords:
Reading problem, literal reading comprehension, 2nd grade elementary schoolReferences
Abdurahman, Mulyono. (2009). Pendidikan Bagi Anak Berkesulitan Belajar. Jakarta: PT Rineka Cipta.
Basaraba, Deni, dkk. (2013). Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist?. An Interdisciplinary Journal 26 (3) hlm. 353.
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. doi:10.1016/j.npls.2016.01.001.
Farboy, Sandy. (2009). Penerapan Metode Cooperative Integrated Reading And Composition (Circ) Untuk Meningkatkan Kemampuan Menemukan Gagasan Utama Sebuah Teks Pada Siswa Kelas Vii di SMP Negeri 3 Batu Tahun Ajaran 2008/2009. Jurnal Artikulasi Vol.7 No.1.
Gilakjani, Abbas Pourhosein & Narjes Banou Sabouri. (2016). A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement. International Journal of English Linguistics; Vol. 6, No. 5. doi:10.5539/ijel.v6n5p180
Irawati, Iisrohli & Agus Budi. (2014). Meningkatkan Kualitas Pembelajran Membaca Pemahaman dengan Teknik PORPE pada Mata Kuliah Reading. Jurnal MAGISTRA No. 89 Th. XXVI.
Jude, Wisdom I. & O. B. Ajayi. Literal Level of Student's Comprehension in Nigeria: A Means for Growing a New Generation African Scholars. Journal of Education and Practice, 2012. hlm. 121.
Küçükoğlu, H. (2013). Improving Reading Skills Through Effective Reading Strategies. Procedia - Social and Behavioral Sciences, 70, 709–714. doi:10.1016/j.sbspro.2013.01.113
Leslie L., Caldwell J. (2009). “Formal and informal measures of reading comprehension,” in Handbook or Research on Reading Comprehension, eds Israel S. E., Duffy G. G., editors. (New York, NY: Taylor & Francis; ), 403–427
Liliani, Okti. (2016). Identifikasi Kesulitan Belajar Membaca Pemahaman Pada Siswa Tunagrahita Kategori Ringan Kelas 5 Di Sekolah Dasar Negeri Bangunrejo 2. Jurnal Widia Ortodidaktika Vol 5 No 8.
Mahardika, Tiwi. (2019). ANALISIS FAKTOR-FAKTOR KESULITAN MEMBACA MENULIS DAN BERHITUNG SISWA KELAS 1 SD. Dinamika Jurnal Ilmiah Pendidikan Dasar. 10. 10.30595/dinamika.v10i1.4049.
Mamugudubi, Khathutshelo Stephen. (2014). Learning and the use of smart phone devices – An experimental case study in a Gauteng Secondary School. Tesis dipublikasi. Bandung: Stellenbosch University
Ngwoke, I.R. (2006).Fundamentals of Reading Comprehension.Oweri: cape Publishers Int. Ltd.
Oke, Mustahsin. (2012). Peningkatan Keterampilan Membaca Siswa Kelas II SD Dengan Metode SILABA. Jurnal Didaktik PGSD Kebumen 1 (2), hlm. 1.
Reed D. K., Vaughn S. (2012). Retell as an indicator of reading comprehension. Sci. Stud. Read. 16187–217. 10.1080/10888438.2010.538780
Reeves, Cheryl. (2012). Developing a Framework for Assessing and Comparing the Cognitive Challenge of Home Language Examinations. Pretoria: Umalusi & Council for Quality Assurance in General and Further Education and Training.
Samniah, Naswiani. (2016). Kemampuan Memahami Isi Bacaan Siswa Kelas VII MTs Swasta Labibia. Jurnal Humanika No. 16 (1).
Snowling, M. J. (2013). Early identification and interventions for dyslexia: A contemporary view. Journal of Research in Special Educational Needs, 13.
Somadyo, dalam Muhammadd Kurniawan Yusuf, dkk. (2014). Peningkatan Keterampilan Membaca Pemahaman dengan Menggunakan Strategi Directed Reading Thinking Activity (DRTA). Jurnal Didaktika Dwija Indria Vol. 2 No. 9.
Spencer, M., Quinn, J. M., & Wagner, R. K. (2014). Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer? Learning Disabilities Research & Practice, 29(1), 3–9. doi:10.1111/ldrp.12024
Subandiyono dan S. Hastuti. (2014). Beronang serta Prospek Budidaya Laut di Indonesia. UPT Undip Press. Semarang.
Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.
Sukmadinata. (2006). Metode Penelitian Kualitatif. Bandung : Graha Aksara
Syari, Yuliana, Syahrul R., dan Yulianti Rasyid. (2018). Hubungan Antara Keterampilan Membaca Pemahaman dengan Keterampilan Menulis Teks Laporan Observasi Siswa Kelas X SMK Negeri 3 Padang. Jurnal Pendidikan BAhasa dan Sastra Indonesia, Vol. 7, No. 3.
Vethamani, Malachi Edwin. (2008). Reading Literary Texts. Journal The English Teacher Vol. XXXVI.
