FAKTOR-FAKTOR YANG MEMENGARUHI PEMBELAJARAN MEMBACA PEMAHAMAN DI KELAS VII

Abstrak

Pembelajaran membaca pemahaman merupakan kompetensi penting dalam pembelajaran Bahasa Indonesia di Sekolah Menengah Pertama, namun kemampuan peserta didik kelas VII masih bervariasi. Penelitian ini bertujuan mendeskripsikan faktor-faktor yang memengaruhi pembelajaran membaca pemahaman di kelas VII, meliputi faktor internal dan eksternal. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif kualitatif. Subjek penelitian adalah guru Bahasa Indonesia dan peserta didik kelas VII. Data dikumpulkan melalui observasi dan dokumentasi, kemudian dianalisis menggunakan model analisis interaktif yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi teknik. Hasil penelitian menunjukkan bahwa faktor internal meliputi minat baca, motivasi belajar, dan penguasaan kosakata peserta didik. Faktor eksternal meliputi strategi pembelajaran guru, media dan bahan ajar, serta lingkungan belajar. Faktor-faktor tersebut saling berkaitan dalam memengaruhi keberhasilan membaca pemahaman. Minat baca dan motivasi belajar meningkat ketika strategi pembelajaran terarah dan media digunakan secara variatif, sedangkan keterbatasan media dan lingkungan belajar yang kurang kondusif memperkuat rendahnya keterlibatan peserta didik. Simpulan penelitian menunjukkan bahwa keberhasilan pembelajaran membaca pemahaman ditentukan oleh interaksi antara peserta didik dan dukungan pembelajaran.

Reading comprehension is an essential competence in Indonesian language learning at the junior high school level; however, the reading comprehension ability of seventh-grade students still varies. This study aims to describe the factors influencing reading comprehension learning in Grade VII, including internal and external factors. The study employed a qualitative approach with a descriptive qualitative design. The research subjects were an Indonesian language teacher and seventh-grade students. Data were collected through observation and documentation and analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through technique triangulation. The results indicate that internal factors include students’ reading interest, learning motivation, and vocabulary mastery. External factors include teachers’ instructional strategies, learning media and teaching materials, and the learning environment. These factors are interrelated in influencing the success of reading comprehension. Students’ reading interest and learning motivation increase when instructional strategies are well structured and learning media are used variatively, while limited media and an unconducive learning environment reinforce low student engagement. The study concludes that the success of reading comprehension learning is determined by the interaction between students and instructional support.