Analysis of Learning Needs in Reading Descriptive Texts for VII Grade Junior High School Students

Abstract

Reading comprehension is an essential skill that students must possess to support the development of language skills, critical thinking, and academic success. However, the ability to comprehend descriptive texts among junior high school students remains relatively low because reading instruction tends to focus on literal comprehension and does not yet fully incorporate critical thinking activities. This study aims to analyze the needs of students and teachers in improving the comprehension of descriptive texts in seventh-grade junior high school. The study employs a descriptive qualitative approach, involving Indonesian language teachers and seventh-grade students at several junior high schools as research subjects. Data collection techniques were conducted through interviews, observations, and documentation. Data were analyzed descriptively through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the teaching of descriptive texts is still dominated by conventional, teacher-centered methods, resulting in students being less active in the learning process. Students generally understand explicit information but still struggle to grasp implied meanings, draw conclusions, and connect text content to real-life contexts. Additionally, the use of diverse learning media and reading strategies remains limited, making instruction less engaging and less contextual. Teachers require more innovative teaching strategies, professional development, and learning media that support active student engagement.