<![CDATA[This study aims to analyze the beginning reading difficulties experienced by first-grade students at SD Negeri 5 Bhuana Giri and to identify the factors influencing students’ reading abilities. The study employed a descriptive method using a mixed methods approach that combined qualitative and quantitative data. The research subjects consisted of 9 first-grade students. Data collection techniques included observation, interviews, and beginning reading tests covering letter recognition, letter sounds, syllables, words, and comprehension of meaning. The data were analyzed using qualitative analysis techniques, including data reduction, data presentation, and conclusion drawing, as well as quantitative analysis in the form of percentages and mean scores. The results showed that the students’ beginning reading ability was still categorized as low, with an average score of 62. A total of 56% of students had not yet achieved learning mastery. The most dominant difficulties experienced by students were combining syllables and understanding meanings, each with a percentage of 67%. In addition, students also experienced difficulties in recognizing letters, distinguishing letter sounds, and reading words. The factors causing beginning reading difficulties were influenced by internal factors, such as low learning motivation, cognitive ability, and students’ reading interest, as well as external factors, including less varied teaching methods, limited family support, and a lack of literacy-rich environments. This study is expected to serve as a reference for teachers and schools in designing more effective and innovative reading instruction strategies. Efforts to improve beginning reading skills need to be carried out continuously through collaboration among teachers, schools, and parents.]]>
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