<![CDATA[Background: Early reading skills provide the foundation for children’s academic success, yet many second-grade elementary students continue to demonstrate varied reading proficiency and insufficient motivation to participate in literacy activities. These challenges indicate the need for instructional media that is developed based on empirical evidence of students’ reading performance and motivational characteristics. Aims: This study aimed to establish an empirical foundation for developing the MACA (Media Anak Cinta Aksara) learning media by analyzing second-grade students’ early reading skills, reading motivation, and instructional needs. Method: This preliminary study employed a quantitative descriptive design involving 87 second-grade elementary students from four classes. Data were collected using the Words Correct Per Minute (WCPM) assessment, an adapted Reading Motivation Questionnaire (RMQ), and semi-structured teacher interviews, and were analyzed descriptively. Results: The findings showed that 16 students were categorized as low readers, 51 as moderate readers, and 20 as high readers, with an average reading fluency of 61.18 correct words per minute. Reading motivation was assessed across seven dimensions, while teacher interviews revealed that limited reading practice, low self-confidence, inadequate family support, and the lack of engaging instructional materials were the primary factors hindering students’ reading development. Conclusion: The findings provide empirical evidence supporting the development of the MACA learning media as a structured and engaging instructional resource that addresses both cognitive and motivational aspects of early literacy, thereby contributing to the improvement of early reading skills and reading motivation among second-grade elementary students.]]>
