<![CDATA[This research aimed to explore teachers' strategies for fostering the reading habit of senior high school students and their contribution to their reading comprehension. A few studies have explained how teachers cultivate sustainable reading habits in resource-constrained English as a Foreign Language (EFL) classrooms. By involving 109 senior high school students and eight English teachers from senior high schools in Lombok, Indonesia, this explanatory sequential mixed-method study utilized qualitative and quantitative data. Quantitative data were collected by using a validated reading habits questionnaire and a standardized reading comprehension test after classroom observations and semi-structured interviews. Descriptive statistics and Spearman’s rho correlation analysis were used to analyze the quantitative data, whereas qualitative data were examined using thematic analysis. The findings showed that four instructional strategies emerged as central to cultivating students' reading habits, although some limited access to English reading materials and inadequate opportunities for independent reading beyond the classroom were highly challenging to reading habits. The statistical analysis results revealed that most students showed moderate reading habits (51.38%), and the reading habits were strongly and positively associated with reading comprehension (r = .709, p < .001).]]>
Copyrights © 2026
