PROFIL KEMAMPUAN MEMBACA PESERTA DIDIK SEKOLAH DASAR DI PROVINSI BENGKULU

Abstrak: Tujuan penelitian: (1) mendeskripsikan secara komprehensif kemam­puan mem­baca pemahaman peserta didik SD di Provinsi Bengkulu terhadap wacana terstandar yang biasa digunakan PIRLS untuk tes kemampuan membaca, (2) men­des­krip­sikan secara komprehensif kemampuan membaca pemahaman siswa SD di Pro­vinsi Bengkulu terhadap wacana yang disusun peneliti dengan materi berbasis pe­ngetahuan lokal. Penelitian dilaksanakan di 6 Sekolah Dasar di Pro­vinsi Beng­kulu. Untuk memperoleh data, responden diuji dengan menggunakan dua tes ke­mampuan membaca, terstandar PIRLS dan tidak terstandar atau di­kembangkan sen­diri oleh penulis. Laporan dari dua penelitian tersebut menyata­kan bahwa ke­mampuan siswa SD Bengkulu tergolong rendah. Rata-rata kemam­puan membaca pe­mahaman hanya sekitar 30%. Hasil tes yang disusun penulis juga mem­per­lihatkan bahwa kemampuan membaca pemahaman siswa hanya sekitar 30% saja. Le­bih rendahnya kemampuan membaca berdasarkan hasil tes terstandar oleh ka­rena bahannya lebih panjang daripada tes disusun peneliti. Bacaan yang biasa di­gunakan untuk siswa dalam pembelajaran 200-250 kata dengan tingkat bacaan berkategori mudah sampai dengan sedang. Abstract: The purposes of this research were to (1) comprehensively describe students’ rea­ding comprehension achievement at Elementary Schools of Bengkulu Province usi­ng discourse standard that was usually used for the reading ability test, (2) discourse that was composed by researcher with local knowledge based mate­rials. This research was conducted in six elementary schools throughout Beng­­kulu Province. To obtain data, respondents were tested by using two rea­ding achieve­ment tests with a PIRLS standard and the non-standard test com­posed by the researcher. The research showed that reading ability of Bengkulu students are categorized as low. The average score of reading comprehension is only 30%. The result of non-standard test or the test composed by researcher indicated that stu­dents’ reading comprehension ability score is 30%. The low level of reading com­prehension score based on the standardized test because of the material discourse is longer than that composed by the researcher. The reading materials that were usually used for the students instruction consisted of 200-250 words with the ca­tegory reading rates started from the easy to middle one.