Phenomenological Study: The Role of Literacy Activities in Developing Reading Interest
DOI:
https://doi.org/10.52690/jswse.v7i2.1510Keywords:
Literacy Activities, Phenomenological Study, Reading InterestAbstract
This study aims to explore students’ experiences in literacy activities, analyze perceptions and factors influencing reading interest, and examine the role of literacy activities in fostering sustainable reading engagement. Employing a qualitative research design with a phenomenological approach, data were collected through structured interviews, participant observation, and secondary documentation, and analyzed using Miles and Huberman’s interactive model. The findings reveal that effective literacy implementation depends on four interrelated pillars: teacher creativity, principal support, family involvement, and technology adaptation. Results further indicate that consistent innovation in literacy activities significantly enhances students’ intrinsic motivation, while cross-sector collaboration effectively addresses resource limitations and access disparities, enabling the sustainable development of a contextualized reading culture. The novelty of this study lies in its holistic identification of multi-actor collaboration and technology integration as fundamental, rather than peripheral, to literacy success. Practically, the findings equip educators and policymakers with evidence-based strategies for designing inclusive, adaptive literacy programs that transcend conventional classroom boundaries. The study contributes a comprehensive framework for understanding how systemic support structures and contextual adaptations collectively foster enduring reading interest in diverse educational settings.
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