<![CDATA[This research was motivated by the importance of text readability in supporting elementary school students’ reading comprehension. The purpose of this study was to describe the readability level of sixth-grade elementary school children’s narrative texts using the Fry Graph Formula. This study employed a descriptive qualitative approach, with children’s narrative texts serving as the data source. The data were collected through documentation techniques by selecting five discourse samples. Each discourse was analyzed by calculating the number of words, sentences, and syllables, which were then converted into 100-word units according to the Fry Graph procedure. The results of the study indicated that the readability levels of the texts tended to be above the sixth-grade elementary school level. Of the five samples analyzed, none of the discourses matched the reading ability level of sixth-grade elementary school students. All texts were categorized at higher grade levels, indicating that most of the texts were still difficult for sixth-grade students to understand. Therefore, teachers were required to provide guidance and additional explanations to optimize students’ comprehension during the learning process. These findings were expected to serve as a consideration in selecting reading materials that are appropriate for students’ reading development levels.]]>
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