ANALYSIS OF FACTORS HINDERING EARLY READING ACQUISITION AMONG FIRST-GRADE STUDENTS AT SD INPRES BONTOBILA, TAKALAR REGENCY

Abstract

This study aims to identify and describe the factors hindering early reading acquisition among first-grade students at SD Inpres Bontobila, Takalar Regency, and to analyze the influence of internal and external factors on these early reading difficulties. The study employs a qualitative approach with a descriptive research design. Research informants - comprising the first-grade teacher, first-grade students experiencing early reading difficulties, and their parents - were selected using purposive sampling. Data collection techniques included observation, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis utilized the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing. Research findings indicate that obstacles to early reading acquisition are influenced by two primary factors: internal and external. Internal factors include limited letter recognition skills, difficulty blending letters into syllables, low interest and motivation regarding reading, a lack of concentration, and low self-confidence during reading activities. External factors include insufficient parental support for reading practice at home, infrequent reading practice, limited reading materials, the use of basic instructional media, and a lack of variety in teaching methods. While internal factors are the dominant influence on early reading difficulties, external factors also exacerbate these obstacles. Therefore, collaboration among teachers, parents, and schools is essential to create a supportive learning environment through the use of innovative teaching methods, the provision of engaging instructional media, and the promotion of a literacy culture both at home and at school