Abstract
The aims of this research are: 1) to investigate the type of learning difficulties in initial reading and writing faced by second grade students, 2)the factors that caused them having learning difficulties in initial reading and writing. The approach is descriptive qualitative research in form of case study. The subjects of research are second grade students of elementary school 01 Sumoroto, Ponorogo. The data collection techniques are obtained using documentations and interviews. The data obtained are non-statistic data. The data are analysed using interactive models, namely data reduction, data presentation, data conclusion and verification. The results of the study are (1) the type of learning difficulties, in initial reading and writing faced by second grade students of elementary school 01 Sumoroto, namely students that are not fluent in spelling, less clear pronunciation, lack of letters memorization, difficult to distinguish letters, incomplete of words writing, difficulties in composing sentences; (2) the factors that caused learning difficulties in reading and writing are adolescence, love to play rather than learning,like to be a trouble maker in class, study at home when the teacher gives homework, lack of attention, less motivation, and the teacher is less assertive.
Highlights
Heny Kusuma WidyaningrumKajian Kesulitan Belajar perhatian orang-orang terdekat, guru kurang memberikan perhatian, dan guru kurang tegas
investigate the type of learning difficulties in initial reading and writing faced by second grade students
in initial reading and writing faced by second grade students of elementary school 01 Sumoroto
Summary
Kajian Kesulitan Belajar perhatian orang-orang terdekat, guru kurang memberikan perhatian, dan guru kurang tegas. Apabila siswa pada usia sekolah permulaan tidak segera memiliki kemampuan membaca menulis, siswa akan mengalami banyak kesulitan dalam mempelajari berbagai bidang studi pada kelas berikutnya. Hal tersebut dipertegas pendapat Kumara (2014) bahwa guru menganggap ketidaklancaran siswa dalam membaca dan menulis di awal tahun sekolah merupakan hal yang wajar. Kumara (2014) mereviw bahwa siswa yang tidak lanca membaca dan menulis di kelas pertama, umumnya akan kesulitan di kelas selajutnya, yang kemudia berdampak pada kegagalan. Sebagian besar guru berharap siswa yang masuk menuju kelas satu sudah pandai membaca dan menulis. Sesuai dengan data di lapangan, diperlihatkan bahwa pada proses menguasai kemampuan membaca, sebanyak 70%, siswa telah mengalami kesulitan membaca. Dari jumlah total siswa tersebut, 3 siswa telah mengalami kesulitan kemapuan membaca dan menulis permulaan.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
