<![CDATA[Abstrak: Tujuan penelitian: (1) mendeskripsikan secara komprehensif kemampuan membaca pemahaman peserta didik SD di Provinsi Bengkulu terhadap wacana terstandar yang biasa digunakan PIRLS untuk tes kemampuan membaca, (2) mendeskripsikan secara komprehensif kemampuan membaca pemahaman siswa SD di Provinsi Bengkulu terhadap wacana yang disusun peneliti dengan materi berbasis pengetahuan lokal. Penelitian dilaksanakan di 6 Sekolah Dasar di Provinsi Bengkulu. Untuk memperoleh data, responden diuji dengan menggunakan dua tes kemampuan membaca, terstandar PIRLS dan tidak terstandar atau dikembangkan sendiri oleh penulis. Laporan dari dua penelitian tersebut menyatakan bahwa kemampuan siswa SD Bengkulu tergolong rendah. Rata-rata kemampuan membaca pemahaman hanya sekitar 30%. Hasil tes yang disusun penulis juga memperlihatkan bahwa kemampuan membaca pemahaman siswa hanya sekitar 30% saja. Lebih rendahnya kemampuan membaca berdasarkan hasil tes terstandar oleh karena bahannya lebih panjang daripada tes disusun peneliti. Bacaan yang biasa digunakan untuk siswa dalam pembelajaran 200-250 kata dengan tingkat bacaan berkategori mudah sampai dengan sedang.Abstract: The purposes of this research were to (1) comprehensively describe students’ reading comprehension achievement at Elementary Schools of Bengkulu Province using discourse standard that was usually used for the reading ability test, (2) discourse that was composed by researcher with local knowledge based materials. This research was conducted in six elementary schools throughout Bengkulu Province. To obtain data, respondents were tested by using two reading achievement tests with a PIRLS standard and the non-standard test composed by the researcher. The research showed that reading ability of Bengkulu students are categorized as low. The average score of reading comprehension is only 30%. The result of non-standard test or the test composed by researcher indicated that students’ reading comprehension ability score is 30%. The low level of reading comprehension score based on the standardized test because of the material discourse is longer than that composed by the researcher. The reading materials that were usually used for the students instruction consisted of 200-250 words with the category reading rates started from the easy to middle one. ]]>
