Habituation of Family Assistance on Early Reading Ability of Grade VI Students at State Elementary School Cijoro Lebak

Maslihah Zahroh Agustina; Dase Erwin Juansah; Ikman Nur Rahman

doi:10.58421/gehu.v5i4.1788

DOI:

https://doi.org/10.58421/gehu.v5i4.1788

Authors

Maslihah Zahroh Agustina Universitas Sultan Ageng Tirtayasa
Dase Erwin Juansah Universitas Sultan Ageng Tirtayasa
Ikman Nur Rahman Universitas Sultan Ageng Tirtayasa

Keywords:

Early Reading Skills, Family Habituation, Literacy Development, Parental Involvement

Abstract

This study investigates the role of family-based habituation in developing early reading skills among Grade VI students at SDN 1 Cijoro Lebak, focusing on how parental involvement contributes to students’ reading courage, self-confidence, reading initiative, and reading fluency. A qualitative case study design was employed, with data collected through interviews, observations, and documentation, and analyzed using NVivo 12 through coding and visualization techniques such as word cloud, project map, matrix coding, and tree map analysis. The findings show that family habituation is implemented through structured study schedules, parental supervision, motivational support, rewards, and restrictions on mobile phone use, which together create a consistent home literacy environment that encourages repeated reading practice. The results indicate significant improvements in students’ early reading skills, particularly in confidence, independence, and fluency, as students gradually shift from dependent readers to more autonomous learners. The study concludes that family involvement plays a crucial role in shaping early literacy development, as supported by Bronfenbrenner’s Ecological Systems Theory, Family Literacy Theory, and Bourdieu’s Theory of Habitus, all of which emphasize that reading development is strongly influenced by continuous interaction within the family environment.

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