Kemampuan membaca permulaan merupakan bentuk kemampuan siswa dalam mengenal huruf abjad, suku kata, kata, dan kalimat sederhana. Penelitian ini bertujuan untuk mengetahui peran orang tua dan guru terhadap kemampuan membaca permulaan siswa kelas II di SDN 026 Tarakan. Jenis penelitian yang digunakan yaitu penelitian kualitatif. Pengumpulan data dilakukan melalui tes kemampuan membaca permulaan siswa yang dikonfirmasi dengan proses wawancara, dan dokumentasi. Sebanyak 26 siswa, yang terdiri dari 13 siswa laki-laki dan 13 siswa perempuan kelas II-b yang menjadi partisipan mengikuti tes kemampuan membaca permulaan. Teknik analisis data yang digunakan dalam penelitian berupa teknik analisis data model Miles dan Huberman. Berdasarkan hasil tes yang diikuti siswa dari tahapan membaca permulaan mendapatkan hasil kemampuan siswa membaca, terdapat lima tahapan membaca permulaan diantaranya mengenal huruf, membaca suku kata, membaca kata, kelancaran membaca, dan membaca pemahaman. Pada tahap mengenal huruf terdapat 23 siswa yang tuntas dalam tahap mengenal huruf, dan terdapat 3 siswa yang tidak tuntas dalam tahap mengenal huruf tersebut dimana kesulitan membaca yang dialami siswa antara lain: siswa sulit mengenal huruf, siswa masih ada yang belum dapat membaca suku kata, kata, dan belum mampu membaca kalimat sederhana. Siswa juga belum dapat membedakan huruf yang mirip, melakukan kesalahan dalam membaca seperti menghilangkan kata, menambah kata, dan mengganti kata. Mengetahui kurangnya kemampuan siswa dalam membaca, peneliti memperoleh informasi langsung dari siswa bahwa hanya 6 siswa yang sudah lancar membaca dan dapat memahami isi bacaan dengan baik dan 20 siswa masih kurang kemampuan membacanya. Selain itu peran orang tua dan guru juga dapat mempengaruhi proses perkembangan belajar kemampuan membaca anak.

Kata Kunci: Peran Orang Tua, Peran Guru, Dan Kemampuan Membaca

Beginning reading ability is a form of students' ability to recognize letters of the alphabet, syllables, words, and simple sentences. The present research aimed to determine the roles of parents and teachers in the beginning reading ability of the second-grade students at SDN 026 Tarakan. This research was qualitative research. Data collection was carried out through the beginning reading ability test which was confirmed by interviewing and documentation. A total of 26 students consisting of 13 male students and 13 female students in class II-B participated in the beginning reading ability test. The data were analyzed using the data analysis technique of Miles and Huberman's model. There were five stages of beginning reading, namely: recognizing letters, reading syllables, reading words, reading fluency, and reading comprehension. At the letter recognition stage, there were 23 students who completely recognized the letters and 3 students who did not know the letters. The reading difficulties experienced by the students were that they had difficulty recognizing letters, some could not read syllables and words, and unable to read simple sentences. The students also could not distinguish similar letters and made mistakes in reading such as removing words, adding words, and replacing words. Having identified the lack of students' ability to read, it was obtained direct information from students that only 6 of them were fluent in reading and could well understand the contents of the reading and 20 of them still lacked the ability to read In addition, the roles of parents and teachers could also influence the learning development process of children's reading ability. Keywords: Parents' Roles, Teachers' Roles, Reading Ability