Abstrak
ABSTAKSI Dalam dunia pendidikan membaca merupakan salah satu proses yang penting untuk mendapatkan ilmu dan pengetahuan. Tanpa bisa membaca manusia bisa dikatakan tidak bisa hidup di zaman sekarang dan untuk mendapatkan ilmu pengetahuan itu salah satunya dengan membaca. Kesulitan Membaca merupakan yang dialami siswa dalam membaca dan mengeja, sehingga siswa sulit dalam belajar dan memahami materi pembelajaran yang diberikan oleh guru. Di SDN 6 Menteng peneliti menemukan terdapat beberapa siswa yang masih mengalami kesulitan membaca mengeja, menggabungkan huruf kalimat, masih keliru membedakan huruf J, B, D dan masih belum bisa mengenal huruf. Adapun masalah yang diangkat dalam penelitian ini adalah (1) bagaimana strategi guru mengatasi sulit membaca pada siswa kelas III SDN 6 Menteng Palangka Raya, (2) apa saja kendala guru mengatasi siswa sulit membaca pada kelas III SDN 6 Menteng Palangka Raya. Penelitian ini mengggunakan teori konstruktivisme dan teori motivasi belajar. Metode penelitian kualitatif deskriptif dan teknik pengumpulan data melalui observasi dan wawancara dengan kepala sekolah, guru dan siswa. Berdasarkan hasil penelitian yang ditemukan terdapat beberapa siswa yang mengalami kesulitan membaca mengeja dan sulit mengenal huruf, yaitu terdapat 7 siswa laki-laki dan 10 siswa perempuan dikelas III A dan III B. Hasil penelitian dapat disimpulkan strategi guru mengatasi siswa sulit membaca di kelas III SDN 6 Menteng memberi jam tambahan pulang sekolah kesiswa untuk melakukan bimbingan belajar dan guru juga menggunakan strategi dalam mengajar siswa dikelas seperti, (1) memberi jam tambahan pulang sekolah, (2) menggunakan media gambar, (3) penyampaian materi pembelajaran, (4) memberikan motivasi belajar, (5) menciptakan susana belajar menyenangkan dikelas, (6) menggunakan metode pembelajaran, (7) memilih metode pembelajaran, (8) pemberian umpan balik, (9) pemberian tugas kepada siswa. Kendala guru dalam mengatasi siswa yang sulit membaca, siswa masih sulit menggabung kalimat atau huruf, masih keliru mengenal huruf dan masih belum mengenal huruf, karena masih kurang dukungan dan kerjasama dari orang tua siswa, kemauan dari siswa untuk belajar kurang dan daya ingat siswa yang rendah. ABSTRACT In the world of education, reading is one of the important processes to gain knowledge and knowledge. Without being able to read, humans can be said to be unable to live in this day and age and to get knowledge is one of them by reading. Reading difficulties are experienced by students in reading and spelling, so students are difficult to learn and understand the learning material given by the teacher. At SDN 6 Menteng, researchers found that there were some students who still had difficulty reading spelling, combining sentences, still mistakenly distinguishing letters J, B, D and still could not recognize letters. The problems raised in this study are (1) how teacher strategies overcome reading difficulties in grade III students of SDN 6 Menteng Palangka Raya, (2) what are the obstacles of teachers overcoming students with difficulty reading in grade III SDN 6 Menteng Palangka Raya. This research uses constructivism theory and learning motivation theory. Descriptive qualitative research methods and data collection techniques through observation and interviews with principals, teachers and students. Based on the results of the study found that there were several students who had difficulty reading spelling and difficulty recognizing letters, namely there were 7 male students and 10 female students in classes III A and III B. The results of the study can be concluded that teacher strategies to overcome students with difficulty reading in grade III SDN 6 Menteng provide additional hours after school to students to do tutoring and teachers also use strategies in teaching students in class such as, (1) giving additional hours after school, (2) using image media, (3) delivering learning materials, (4) providing learning motivation, (5) creating a fun learning environment in the classroom, (6) using learning methods, (7) choosing learning methods, (8) providing feedback, (9) assigning assignments to students. Teacher obstacles in overcoming students who have difficulty reading, students are still difficult to combine sentences or letters, still misrecognize letters and still do not know letters, because there is still a lack of support and cooperation from parents, willingness from students to learn is less and students' memory is low.