Saharudin Saharudin

The Role of the Family in Encouraging School Age Children's Interest in Reading at SDN Sosak Praya Timur

Introduction

The role of the family in encouraging school age children's interest in reading at sdn sosak praya timur. Discover the crucial role families play in boosting school-age children's reading interest at SDN Sosak, Praya Timur. Learn about effective family strategies and factors influencing literacy development.

Abstract

This study aims to describe the role of families in encouraging reading interest among school-age children at SDN Sosak Elementary School in Praya Timur District, Central Lombok. The background of this study is based on the low reading interest among children in elementary school environments, which requires active support from families as the first and primary educational environment. This study uses a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation of parents, teachers, and students. The results of the study show that families play an important role in building children's interest in reading through various forms of action, including the habit of reading at home, parental role modeling, providing motivation, providing reading materials,  and accompanying children while reading. Factors that influence interest in include family support, socioeconomic conditions, availability of reading materials, and the role of the school. Despite limited facilities, families demonstrate a strong commitment to building a culture of literacy through simple but consistent means.

Review

This study tackles a highly pertinent issue: the cultivation of reading interest among elementary school children, particularly in an environment where such interest is noted to be low. The choice of a qualitative, descriptive research design is appropriate for exploring the multifaceted 'role' of families, allowing for rich insights into the practices and perceptions of parents, teachers, and students. The methodological approach, incorporating observation, interviews, and documentation, suggests a robust effort to triangulate data and build a comprehensive understanding of the familial contributions to children's literacy development within the specified context of SDN Sosak. The findings effectively delineate several key actions families undertake, including fostering reading habits, parental role modeling, providing motivation, ensuring access to reading materials, and actively accompanying children during reading. These results offer practical implications for educators and policymakers seeking to enhance children's engagement with reading by emphasizing the critical, often understated, role of the home environment. The identification of various influencing factors—spanning family support, socioeconomic conditions, resource availability, and the school's involvement—provides a holistic perspective, acknowledging the complex interplay of elements that either support or hinder the development of reading interest. While providing a strong descriptive account of family involvement, future research could enhance these insights by delving deeper into the qualitative aspects of *how* these actions are perceived by children, or the specific challenges and strategies employed by families navigating socioeconomic constraints. Exploring the *impact* of different levels or types of family engagement on actual reading proficiency or sustained interest over time could also offer valuable analytical depth. Nevertheless, this study makes a significant contribution by clearly articulating the crucial role of families in building a culture of literacy, even in resource-limited settings, providing a solid foundation for targeted community and school-based interventions.

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