The Impact of Parental Attention on Students’ Basic Reading Motivation in Indonesian Language Learning in Grade 1 at SD Negeri 13 Lolong Belanti

Abstract

This research is motivated by the importance of parental attention in supporting students' reading motivation. Preliminary observations revealed that some first-grade students still struggle with letter recognition, spelling, and reading simple words, and easily lose focus due to differences in initial ability, a lack of reading habits at home, gadget use, and minimal parental guidance. This study aims to describe the forms of parental attention, students' reading motivation, and the factors hindering reading motivation among first-grade students at SD Negeri 13 Lolong Belanti, Padang City, West Sumatra. This study employed a qualitative approach with a descriptive design. Data sources included the school principal, class teacher, parents, and first-grade students. Data were collected through observation, interviews, and documentation, with validity verified through source and technique triangulation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results show that parental attention is manifested through guidance in reading practice at home, the provision of motivation and appreciation, the supply of reading materials and study facilities, and supervision of gadget use. Students who received routine parental guidance tended to show higher reading motivation, marked by greater willingness to learn, increased self-confidence, and the formation of reading habits. Factors hindering reading motivation consisted of internal factors, namely differences in students' initial reading ability and low self-confidence, and external factors, namely parents' busy schedules, low reading habits within the family, and uncontrolled gadget use.