<![CDATA[This study aimed to determine the relationship between reading interest and interpretive reading comprehension skills among fourth-grade elementary school students in Tanjung Barat Urban Village. The study employed a quantitative approach with a correlational method. The sample consisted of 157 students selected using cluster random sampling. Data were collected using a questionnaire to measure reading interest and a multiple-choice test to assess interpretive reading comprehension skills. Data analysis included the Pearson Product-Moment correlation test, correlation significance test, and coefficient of determination. The results showed a positive and significant relationship between reading interest and interpretive reading comprehension skills, with a correlation coefficient of 0.411 and a significance value of 0.000 (< 0.05). The t-test results showed that the calculated t-value (tcount) of 5.61 was greater than the critical t-value (tval) of 1.975, indicating that the relationship was statistically significant. The coefficient of determination of 16.89% indicates that reading interest contributed to students’ interpretive reading comprehension skills. Therefore, the higher the students’ reading interest, the higher their interpretive reading comprehension skills. These findings highlight the importance of fostering students’ reading interest as part of efforts to support reading comprehension development in elementary education.]]>
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