Supriyanto Supriyanto, Yovitha Yuliejantiningsih, Titik Haryati

Implementation of School Literacy Movement at Elementary School

Introduction

Implementation of school literacy movement at elementary school. Explore School Literacy Movement (GLS) implementation in elementary schools. Study details physical, social, academic environments; highlights reading corners, support, 15-minute reading.

Abstract

This study aims to: (1) Describe and understand the physical environment of the school literacy movement (GLS), (2) the role of the principal as an educator in the character development program To describe and understand the social environment of the school literacy movement (GLS) (3) Describe and understand the academic environment of the school literacy movement (GLS) at SD Negeri 1 Tanggel, Randublatung District, Blora Regency. The method used is qualitative research with a case study type. This study is located at SD Negeri 1 Tanggel Randublatung Blora. Data collection techniques use observation, interviews and documentation. Validation of data validity uses triangulation techniques with data sources. Data analysis techniques use data collection, data reduction, data display and conclusions. The results of the study show that: (1) the physical environment of the school literacy movement (GLS) includes a) the classroom environment has a reading corner used for independent reading. b) the office environment has media and posters. c) the school yard environment has a gazebo and reading garden, (2) the social environment of the school literacy movement (GLS) includes a) Appreciation. b) social support, c) budget support, (3) the academic environment of the school literacy movement (GLS) includes a) classroom learning b) reading movement 15 minutes before the lesson starts, c) Library visit movement during free time or on a certain schedule.Based on these findings, it is recommended that the principal improve the quality of the School Literacy Movement by adding several types of programs to support the literacy activities carried out and increasing the commitment of all school residents in carrying out school literacy activities, including teachers who teach to further develop various reading strategies carried out by all educators.

Review

This study offers a focused qualitative exploration into the implementation of the School Literacy Movement (GLS) at a specific elementary school, SD Negeri 1 Tanggel. The research clearly articulates its aims to describe and understand the physical, social, and academic environments of GLS within this particular context. Employing a case study methodology with data gathered through observation, interviews, and documentation, the study provides a detailed snapshot of how GLS manifests. Key findings highlight the presence of reading corners, media displays, and reading gardens (physical environment); appreciation, social, and budget support (social environment); and classroom learning activities, 15-minute pre-lesson reading, and library visits (academic environment). These findings offer a valuable baseline understanding of the multi-faceted nature of GLS implementation in practice. While the qualitative case study approach is appropriate for an in-depth understanding of a specific setting, a primary limitation stems from its single-school focus, which inherently restricts the generalizability of the findings to broader contexts. The use of multiple data collection methods and triangulation for validity are strengths, enhancing the trustworthiness of the reported observations. However, the abstract's phrasing of the second aim, regarding "the role of the principal as an educator in the character development program To describe and understand the social environment," is somewhat convoluted and suggests a potential lack of clarity in research focus or reporting. Furthermore, while the findings list various components, the abstract does not delve into the *mechanisms* of their implementation, the *challenges* faced, or the *perceptions* of various stakeholders beyond a broad categorization, which would typically enrich a comprehensive qualitative case study. Despite these points, the study’s findings provide practical implications for schools looking to establish or improve literacy programs. The recommendations to improve program quality, foster commitment among school residents, and develop diverse reading strategies are pertinent and actionable. For future research, it would be beneficial to expand on this foundational work by investigating the *impact* of these implemented GLS elements on actual student literacy outcomes, or to conduct comparative case studies across different schools or regions to explore varying implementation models and their effectiveness. Further investigation into the specific leadership strategies employed by principals in driving and sustaining literacy movements, addressing the potentially under-explored aspect of aim (2), would also significantly contribute to the field.

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