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This research aims to analyze the initial reading ability of grade I students at elementary school and the success factors in beginning reading. Initial reading is the initial stage that a person does before being able to reach a higher level of reading. This study uses a qualitative method with results described descriptively. Data collection was carried out using tests, interviews, and observations. The result of this study is that the level of initial reading ability of grade I students of elementary school is in the very good category. This success is supported by the start of early reading from PAUD or TK, advanced reading exercises in elementary schools, the role of classroom literacy corners, and parental support.

This research aims to examine the reading comprehension abilities of fourth-grade elementary students. The primary goals are to assess the level of students' comprehension skills, investigate the underlying factors contributing to their difficulties in understanding texts, and develop applicable strategies to address these challenges. This study employed a qualitative approach using a case study method. The participants were four students from the fourth grade. Data were gathered through various techniques, including observation, interviews, testing, and documentation. The findings indicated that students' reading comprehension abilities remained relatively weak. In terms of interpreting the meaning of words and expressions used by the author, students demonstrated performance at a moderate level. However, regarding the ability to understand both explicit and implicit meanings, as well as to draw conclusions from the text, their performance fell into the low or inadequate category. The factors that influence this low ability come from both internal and external factors. To overcome this problem, it is recommended that teachers motivate students more, manage the class more effectively, and apply reading comprehension strategies such as Know, Want, Learn (KWL).

This research aims to analyze the initial reading ability of grade I students at elementary school and the success factors in beginning reading. Initial reading is the initial stage that a person does before being able to reach a higher level of reading. This study uses a qualitative method with results described descriptively. Data collection was carried out using tests, interviews, and observations. The result of this study is that the level of initial reading ability of grade I students of elementary school is in the very good category. This success is supported by the start of early reading from PAUD or TK, advanced reading exercises in elementary schools, the role of classroom literacy corners, and parental support.

This research aims to examine the reading comprehension abilities of fourth-grade elementary students. The primary goals are to assess the level of students' comprehension skills, investigate the underlying factors contributing to their difficulties in understanding texts, and develop applicable strategies to address these challenges. This study employed a qualitative approach using a case study method. The participants were four students from the fourth grade. Data were gathered through various techniques, including observation, interviews, testing, and documentation. The findings indicated that students' reading comprehension abilities remained relatively weak. In terms of interpreting the meaning of words and expressions used by the author, students demonstrated performance at a moderate level. However, regarding the ability to understand both explicit and implicit meanings, as well as to draw conclusions from the text, their performance fell into the low or inadequate category. The factors that influence this low ability come from both internal and external factors. To overcome this problem, it is recommended that teachers motivate students more, manage the class more effectively, and apply reading comprehension strategies such as Know, Want, Learn (KWL).

This study aims to identify the level of difficulty and ability to write descriptive essays for phase B students in class IV in elementary school. This research uses a descriptive qualitative method with a case method approach. Data was collected through observation, interviews with students, and document analysis of students' writing results. The results of the research show that phase B students in class IV in elementary schools experience difficulties in writing descriptive essays in several aspects, namely: It is difficult for students to find a title that suits the topic. Students can create text that matches the title, but the content of the idea is incomplete. Students have not used all their five senses to write descriptive text. Students have difficulty writing paragraphs that have cohesion and coherence. Students have difficulty using the correct choice of words (diction) according to the sentence. It is difficult for students to use the correct spelling according to the rules. Students have difficulty using punctuation marks.

This study aims to identify the level of difficulty and ability to write descriptive essays for phase B students in class IV in elementary school. This research uses a descriptive qualitative method with a case method approach. Data was collected through observation, interviews with students, and document analysis of students' writing results. The results of the research show that phase B students in class IV in elementary schools experience difficulties in writing descriptive essays in several aspects, namely: It is difficult for students to find a title that suits the topic. Students can create text that matches the title, but the content of the idea is incomplete. Students have not used all their five senses to write descriptive text. Students have difficulty writing paragraphs that have cohesion and coherence. Students have difficulty using the correct choice of words (diction) according to the sentence. It is difficult for students to use the correct spelling according to the rules. Students have difficulty using punctuation marks.