The Relationship Between Reading Interest and The Ability to Understand Narrative Texts Among Fourth-Grade Elementary School Students
Abstract
The low literacy achievement of elementary school students in Indonesia remains a critical issue in the field of education, especially after the 2022 PISA results revealed low scores. Reading interest is believed to be a factor influencing students’ ability to comprehend texts. The purpose of this study is to determine the relationship between reading interest and the ability to comprehend narrative texts among fourth-grade students at SD Negeri 06 Kelapa Tujuh. This study employed a quantitative approach with a correlational design, involving 57 students as respondents through total sampling. Data were collected using a 20-item reading interest questionnaire and a 20-item narrative text comprehension test. Data analysis was conducted using Spearman’s Rho correlation test. The results indicated a correlation coefficient of 0.483 with a significance level of p < 0.01 (N = 57), indicating a positive and significant moderate-level relationship between reading interest and narrative text comprehension ability. Reading interest contributed 23.3 percent to narrative text comprehension ability, while the remaining 76.7 percent was influenced by other variables outside the scope of this study. These findings reinforce the urgency of implementing programs to enhance reading interest as a form of literacy intervention strategy in elementary school settings
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