Shella Shinta Antartika, Muhroji Muhroji

School Literacy Movement Program Through Reading Corner In Elementary Schools

Introduction

School literacy movement program through reading corner in elementary schools. Explore the School Literacy Movement Program via Reading Corners in elementary schools. This study details implementation, challenges, and solutions to boost students' reading interest and foster a sustainable literacy culture.

Abstract

The purpose of this study was to: 1. Describe the implementation of the School Literacy Movement Program through the Reading Corner; 2. Describe the supporting and inhibiting factors for the implementation of the School Literacy Movement Program through the Reading Corner; and 3. Identify effective solutions to improve the success of the School Literacy Movement Program through the Reading Corner. Descriptive qualitative research was used. The object of the study was related to the implementation of the School Literacy Movement through the Reading Corner. The subjects of the study included the principal, vice principal for curriculum, homeroom teacher, and students. Data collection techniques included observation, interviews, and documentation. triangulation of sources and techniques to evaluate the reliability of information. Data reduction, data presentation, and drawing conclusions are all included in the category of interactive data analysis. The results of the study show that: 1. The Reading Corner at SD Aisyiyah Unggulan Gemolong has succeeded in increasing students' interest in reading and building a sustainable literacy culture through the implementation of the School Literacy Movement (GLS) Program, 2. The success of the program is supported by active student involvement, collaboration between teachers, and community contributions, but is constrained by limited book collections, minimal teacher training, and lack of budget allocation, especially during the pandemic, and 3. The proposed solutions include improving the quality and quantity of books, involving parents and communities, developing varied activities, utilizing technology, establishing literacy clubs, and routine program evaluations.

Review

This study investigates the implementation of the School Literacy Movement Program (GLS) through reading corners in elementary schools, a highly pertinent topic given the foundational role of early literacy development. The paper clearly outlines its objectives: to describe the program's implementation, identify its supporting and inhibiting factors, and propose effective solutions for its enhancement. By focusing on these aspects, the research aims to provide practical insights into fostering a reading culture within the elementary school environment. Employing a descriptive qualitative research design, the study gathered data through observation, interviews with key stakeholders (principals, teachers, and students), and documentation. The use of source and technique triangulation strengthens the reliability of the collected information. The findings from SD Aisyiyah Unggulan Gemolong indicate that the Reading Corner successfully increased students' interest in reading and contributed to building a sustainable literacy culture. The abstract highlights active student involvement, teacher collaboration, and community contributions as key supporting factors, while limited book collections, minimal teacher training, and budget constraints (particularly during the pandemic) were identified as significant challenges. The paper offers valuable contributions by providing a detailed analysis of a literacy program's real-world application, showcasing both its triumphs and hurdles. The proposed solutions, which include improving book quality and quantity, fostering parental and community involvement, diversifying activities, leveraging technology, and establishing literacy clubs, are comprehensive and actionable. While the qualitative approach provides rich, in-depth understanding, future research might consider exploring the generalizability of these findings across a broader range of schools or varying contexts to further solidify the recommendations. Overall, this study serves as a valuable resource for educators and policymakers dedicated to strengthening literacy initiatives in elementary education.

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