Exploring elementary school students’ reading comprehension of informational texts through the science of reading framework: A qualitative case study of main idea identification
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This study aims to explore and describe the thinking processes of sixth-grade students at SDN Nguken in understanding and determining the main idea of informative texts. This study employed a qualitative approach with a case study design. The research subjects consisted of one classroom teacher and eight sixth-grade students who were purposively selected based on the teacher’s recommendation and the students’ difficulties in understanding and determining the main idea. The research instruments were observation guidelines and semi-structured interview guidelines. Data were collected through observations of students’ activities during classroom learning, interviews with students and the teacher, and documentation as supporting data. The data were analysed qualitatively through data reduction, data display, and conclusion drawing and verification. Data validity was established through technique triangulation, source triangulation, and member checking. The findings indicate that students’ thinking processes involved understanding the text, identifying important information, connecting information across sentences, determining the idea that represented the paragraph, and reviewing their decisions. Students employed strategies such as reading the text as a whole, identifying important information, examining relationships among sentences, and rereading the text.
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