Analysis of the Teacher's Role in Increasing Students' Early Reading Interest Through a Remedial Guidance Program in an Elementary School

This study aimed to describe teachers' roles, challenges, efforts, and the effects of a remedial guidance program on students' early reading interest at SDN 28 Tamo. A descriptive qualitative approach was used, with the principal, teachers, and students as data sources. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing and verification. The results showed that teachers acted as guides, motivators, facilitators, and educators, providing gradual guidance through phonics, letter cards, and audiovisual media, together with motivation, appreciation, and a comfortable learning environment. Challenges included differences in reading ability, limited time, and insufficient parental support. Teachers responded with individual assistance, repeated practice, engaging media, and appreciation. Positive changes in students' early reading interest were observed, including greater enthusiasm, confidence in reading aloud, active participation, and willingness to read independently.