Analysis of Factors Hindering Students’ Reading Comprehension Skills in Elementary School

Abstract

Reading comprehension is essential for elementary students to access and process information, yet national literacy data show that Indonesian students’ reading achievement remains low. This study identifies manifestations of reading comprehension barriers among fifth-grade elementary school students based on specific indicators and analyzes how internal and external factors interact to influence them. Using a qualitative case study design, the researchers selected subjects through two-stage purposive sampling. The researchers collected data through diagnostic tests, participant observation, in-depth interviews, and document analysis, then analyzed them using the Miles and Huberman interactive model. The results showed that most students fell into the “below average” and “very below average” categories, particularly in identifying main ideas and drawing conclusions. In-depth interviews revealed that these barriers stemmed from internal factors, including low early reading skills, limited mastery of text structure, low reading interest, limited vocabulary, weak memory, and poor concentration and mood, as well as external factors, such as insufficient family support and suboptimal management of literacy facilities. These findings confirm that reading comprehension barriers arise from a complex interaction between students’ internal conditions and environmental support, indicating the need for comprehensive interventions that combine cognitive skill-building, motivational strategies, and improved literacy support systems.