Diskrepansi Antara Kemampuan Membaca Dengan Kemampuan Pemahaman Teks Siswa Kelas 3 SD Negeri Kadiluwih
Keywords:
Reading discrepancy, text comprehension, elementary students, literacy, instructional strategyAbstract
This study aims to explore the discrepancy between reading fluency and reading comprehension among third-grade students at SD Negeri Kadiluwih. Although many students are able to read texts fluently, not all of them demonstrate adequate understanding of the content. Using a descriptive qualitative approach, data were collected through observation, interviews, and document analysis. The findings reveal that internal factors such as limited vocabulary, lack of metacognitive strategies, and constrained working memory affect students’ reading comprehension. External factors—such as instructional methods that prioritize reading accuracy over understanding and a lack of support at home—also contribute to this gap. The discrepancy has a notable impact on academic performance, particularly in subjects that rely heavily on text comprehension. To address this issue, a more integrated instructional approach is needed, one that balances technical reading skills with strategies to foster deeper comprehension, enabling students to build a strong and complete foundation in literacy.
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