Reading Difficulties among Elementary Students in a Rural Area: A Qualitative Study

Karlina Karadila Yustisia, Dhia Lintang Eka Salsabila


This study investigates the factors that influence reading difficulties among elementary students in a rural area. Based on observations and interviews, the study reveals limited language skills due to the use of local dialects, impacting comprehension and decoding abilities. Phonetic awareness also requires improvement, with difficulties in recognizing and distinguishing letters. Cognitive deficiencies, particularly in working memory, affect reading comprehension. Some students display varying attentiveness, with some preferring activities like drawing, hindering engagement in reading tasks. The home literacy environment and parental involvement significantly influence reading proficiency. The absence of preschool education affects students' foundational literacy skills upon entering primary school. Recommendations include personalized approaches and early childhood education advocacy to enhance reading skills in rural students.

Full Text:



Abdon, M. M., & Barrios, A. (2022). Phonological awareness intervention in mother tongue among Filipino kindergarten learners. Indonesian Journal of Applied Linguistics, 12(2), 399–411.

Amorim, A. N., Jeon, L., Abel, Y., Felisberto, E. F., Barbosa, L. N. F., & Dias, N. M. (2020). Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool. Educational Researcher, 49(3), 188–197.

Lailiyah, M., Wediyantoro, P. L., & Yustisia, K. K. (2019). Pre-Reading strategies on Reading comprehension of EFL Students. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 4(2), 82–87.

Majzub, R., & Kurnia, R. (2010). Reading readiness amongst preschool children in Pekanbaru Riau. Procedia - Social and Behavioral Sciences, 9, 589–594.

Parlindungan, F., Rifai, I., & Sandy, F. (2020). Understanding the reading process: Insights from a second-grade English language learner. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 5(1), Article 1.

Pratiwi, C. P. (2020). Analisis Keterampilan Membaca Permulaan Siswa Sekolah Dasar: Studi Kasus pada Siswa Kelas 2 Sekolah Dasar. Jurnal Pendidikan Edutama, 7(1), 1.

Rachmani, R. (2020). The effects of a phonological awareness and alphabet knowledge intervention on four-year-old children in an early childhood setting. Australasian Journal of Early Childhood, 45(3), 254–265.

Rafika, N., Kartikasari, M., & Lestari, S. (2020). Analisis kesulitan membaca permulaan pada siswa sekolah dasar. Prosiding Konferensi Ilmiah Dasar, 2.

Rand, M. K., & Morrow, L. M. (2021). The Contribution of Play Experiences in Early Literacy: Expanding the Science of Reading. Reading Research Quarterly, 56(S1).

Schaefer, M., & Kotzé, J. (2019). Early reading skills related to Grade 1 English Second Language literacy in rural South African schools. South African Journal of Childhood Education, 9(1).

Siswantari, Sumantri, Darmawan, & Suryawati, Dyah. (2020). Solusi Mengurangi Mengulang Kelas dan Putus Sekolah di SD. Pusat Penelitian Kebijakan, Badan Penelitian dan Pengembangan dan Perbukuan, Kementerian Pendidikan dan Kebudayaan.

Veríssimo, L., Costa, M., Miranda, F., Pontes, C., & Castro, I. (2021). The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers. Frontiers in Education, 6.

Yustisia, K. K., Winarsih, A. D., Lailiyah, M., Yudhawardhana, A. N., Binatoro, A. S., & Arifah, Q. (2023). Edukasi Literasi Digital Siswa Sekolah Dasar Tentang Strategi Keamanan dan Manajemen Siber. GERVASI: Jurnal Pengabdian Kepada Masyarakat, 7(1), Article 1.



  • There are currently no refbacks.

EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
D3 English Program University of Merdeka Malang




Jl. Terusan Halimun 11B Malang, 65146, East Java, Indonesia

StatCounter - Free Web Tracker and Counter View My Stats




This work is licensed under a Creative Commons Atrribution-NonCommercial-NoDerivatives 4.0 International License.