Teachers’ Linguistic Strategies to Improve Elementary Students’ Reading Interest
DOI:
https://doi.org/10.22460/pej.v10i1.6875Keywords:
Reading Interest, Teacher, Elementary Students , Linguistic StrategiesAbstract
This study aims to explore the factors contributing to low reading interest and teachers’ efforts to address it among elementary school students. This study uses a qualitative research method. Data collection techniques include questionnaires, interviews, and documentation. Data analysis techniques involve three components: data reduction, data presentation, and conclusion. The results of the study show that low reading interest among students is caused by factors originating within students and those from the surrounding environment. The role of teachers in overcoming low reading interest includes developing engaging, interactive learning media and methods, creating a learning environment that supports literacy, and providing access to a variety of reading materials. In addition, teachers motivate students by emphasizing the benefits of reading, giving rewards, and instilling reading habits from an early age. Students’ reading abilities are evaluated through exercises, assignments, and presentations. Meanwhile, literacy habits are reinforced through school programs, library visits, and parent collaborations. In conclusion, both schools share similarities in their efforts to address low reading interest, but use strategies tailored to the characteristics and needs of each school.
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