Abstrak
ABSTRACT Sonia Gentia, Reg. No. 2230104037 who research entitled: “Students’ Engagement in Reading Narrative Texts (A Study of Second-Semester Students of English Department at UIN Mahmud Yunus Batusangkar in 2025/2026 Academic Year).” English Teaching Department, Faculty of Tarbiyah and Teacher Training, UIN Mahmud Yunus Batusangkar. The forms of students’ engagement that emerge during the learning of reading narrative texts have not been clearly identified. Therefore, this research aimed to describe the forms of students’ engagement in reading narrative texts among second-semester students of the English Department at UIN Mahmud Yunus Batusangkar. This research employed a qualitative approach with a phenomenological design. The informants were selected using snowball sampling and consisted of seven second-semester students of the English Department at UIN Mahmud Yunus Batusangkar in the 2025/2026 Academic Year who had taken the Reading Narrative Texts course. The data were collected through in-depth interviews. The researcher acted as the key instrument and was supported by an interview guide. To ensure data trustworthiness, member checking was applied. The data were analyzed using the interactive model proposed by Miles and Huberman (1994), consisting of data reduction, data display, and conclusion drawing and verification. The results of this research indicated that students demonstrated fifteen forms of engagement in reading narrative texts, which were categorized into three dimensions: cognitive, affective, and conative engagement. Cognitive engagement consisted of listening to the lecturer’s explanation, understanding the learning material, reading the textbook, using multiple learning resources, preparing before class, taking notes, applying reading strategies, and self-monitoring of learning. Affective engagement was reflected in students’ enjoyment of the learning process. Meanwhile, conative engagement consisted of peer discussion, collaborative learning, asking the lecturer questions, completing assignments on time, reading practice, and active classroom participation.