Abstrak
ABSTAKSI Tujuan dalam penelitian ini adalah untuk mengetahui penyebab kesulitan membaca yang dialami oleh siswa dan bagaimana strategi atau kendala guru dalam mengatasi siswa yang sulit membaca dikelas III SDN 6 Menteng Palangka Raya. Penelitian ini menggunakan kualitatif deskriptif dan teknik pengumpulan data untuk memperoleh sebuah data tentang kesulitan membaca yang dialami siswa kelas III melalui observasi dan wawancara yang dilakukan dengan kepala sekolah, guru dan siswa. Berdasarkan hasil penelitian yang ditemukan oleh peneliti di sekolah terdapat beberapa siswa yang mengalami kesulitan membaca mengeja, sulit mengenal huruf, dan masih sulit menggabungkan huruf abjad, yaitu terdapat 7 siswa laki-laki dan 10 siswa perempuan dikelas III A dan III B. Berdasarkan hasil penelitian dapat disimpulkans strategi guru mengatasi siswa sulit membaca di kelas III SDN 6 Menteng adalah memberikan waktu jam belajar tambahan sepulang sekolah kesiswa untuk melakukan bimbingan belajar yang diberikan kesiswa. Dengan adanya melaksanakan jam belajar tambahan disekolah beberapa siswa berhasil membaca lancar seperti dikelas III A, dua (2) siswa laki-laki berhasil lancar membaca, sedangkan dikelas III B, siswa laki-laki satu (1) berhasil mengeja lancar dan perempuan dua (2) berhasil bisa memggabungkan suku kata huruf atau kalimat. Sedangkan kendala guru mengatasi siswa sulit membaca adalah siswa kurang belajar dirumah, dukungan atau bimbingan dan perhatian dari orang tua kurang, orang tua kurang peduli masalah anaknya, orang tua murid mengharapkan guru yang mengajarkan disekolah, pemahaman pengetahuan siswa kurang sehingga materi pelajaran masih banyak tertinggal, pelajaran tidak efektif karena guru harus mengajar siswa membaca mengeja, mengajar mengenal huruf, mengajar menggabungkan huruf kalimat abjad dan masih keliru mengenal huruf J,B,D, siswa masih mengeja. Selanjutnya kendala belajar membaca seperti belum lancar mengeja, menggabungkan kalimat huruf masih sulit, masih belum bisa mengenal huruf karena tidak ada buku untuk belajar dirumah, dirumah jarang belajar, sering belajar sendiri dirumah, belajar jadi malas, PR kadang tidak dikerjakan, jarang diajarkan dibimbing orang tua. ABSTRACT The purpose of this research is to find out the causes of reading difficulties experienced by students and what are the teacher's strategies or obstacles in dealing with students who have difficulty reading in class III SDN 6 Menteng Palangka Raya. This study used descriptive qualitative and data collection techniques to obtain data about reading difficulties experienced by third grade students through observation and interviews conducted with school principals, teachers and students. Based on the research results found by researchers at school, there were several students who had difficulty reading spelling, had difficulty recognizing letters, and had difficulty combining letters of the alphabet, namely there were 7 male students and 10 female students class III A and III B. Based on the results of the study, it can be concluded that the teacher's strategy for dealing with students with difficulty reading in class III at SDN 6 Menteng is to provide additional study hours after school for students to carry out tutoring given to students. By carrying out additional study hours at school some students managed to read fluently as in class III A, two (2) male students succeeded in reading fluently, while in class III B, one (1) male student succeeded in spelling fluently and two female students (2) ) can successfully combine syllables, letters or sentences. Meanwhile, the teacher's obstacle to overcoming students with reading difficulties is that students do not study at home, support or guidance and attention from parents is lacking, parents do not care about their children's problems, parents expect teachers to teach at school, students' understanding of knowledge is lacking so that the subject matter is still lagging behind, Lessons are not effective because the teacher has to teach students to read and spell, teach to recognize letters, teach to combine letters of the alphabet and still get the letters J, B, D wrong, students still spell. Furthermore, the obstacles to learning to read such as not being fluent in spelling, combining letter sentences are still difficult, still not being able to recognize letters because there are no books to study at home, rarely study at home, often study alone at home, study becomes lazy, homework is sometimes not done, rarely taught to be guided by people old.