An Analysis of Teachers’ Difficulties Teaching Reading to Young Learners

The study, published in JEIT (Journal of Educational Innovations and Technologies), examines the difficulties teachers encounter when teaching reading to young learners at SD N 2 Way Dadi. Prompted by observed challenges in reading instruction for early-grade students, the research aims to identify and analyze specific pedagogical obstacles. Utilizing Aryana and Apsara's theoretical framework, it explores factors such as instructional media, teaching strategies, material selection, teaching techniques, classroom conditions, textbook quality, and technological resources. A descriptive qualitative methodology was employed, with data collected through in-depth interviews with English teachers and structured classroom observations. Data analysis followed the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing.

The findings reveal that teachers face multifaceted challenges predominantly in five key areas: limited access to suitable learning media, ineffective instructional strategies, suboptimal classroom environments, inadequate teaching materials, and insufficient technological support. These constraints collectively hinder optimal reading instruction delivery and subsequently impact student literacy development. The study emphasizes that these issues are interconnected and contribute to the overall difficulty in teaching reading effectively to young learners.

The research provides valuable insights into the barriers of reading instruction within a specific educational context, contributing empirical evidence to the discourse on early literacy education. The identified challenges highlight an urgent need for targeted teacher training programs, improved resource allocation, and strategic interventions to enhance reading pedagogy. These findings are significant for educational policymakers and school administrators to improve early reading outcomes. Additionally, the study suggests areas for future research, particularly focusing on innovative solutions to resource limitations in developing educational contexts.