The Form Of Difficulty In Beginning Reading Of Grade I Students Based On The EGRA Method at SDN Talun 3 Blitar

Abstract

This research is motivated by the importance of beginning reading skills in elementary school students. However, the facts in the field show that there are still students who experience difficulties in beginning reading. Therefore, there is a need for early detection related to the difficulties of beginning reading experienced by students. The purpose of this study is to describe the form of difficulty in beginning reading of grade I students based on the EGRA method. This research is a qualitative research. This research uses the EGRA (Early Grade Reading Assessment) reading assessment method which includes aspects of: 1) recognizing letters, 2) reading meaningful words, 3) reading meaningless words, 4) reading aloud, and 5) listening. The results of the study obtained data on the average score from the lowest is 1) aspects of reading words that have no meaning (47%), 2) aspects of fluency in reading aloud and reading comprehension (50%), 3) aspects of listening (listening) and reading comprehension (52%), 4) aspects of reading meaningful words (63%), 5) aspects of recognizing letters (79%). The conclusion of this study is the form of difficulties experienced by students, namely: 1) aspects of recognizing letters: students have difficulty identifying letters, students have difficulty assembling letter arrangements, and reversing letters; 2) aspects of reading meaningful words and aspects of reading meaningless letters: students tend to change or replace words into more similar word forms, students omit letters or reduce letters in word arrangements, and pronounce words incorrectly; 3) aspects of reading aloud and comprehension: students read with stammering, pay less attention to punctuation, and make their own corrections; 4) aspects of listening: students have difficulty in concentrating.