STRATEGY OF TEACHERS IN IMPLEMENTING SCHOOL LITERACY MOVEMENT

Abstract

This study aims to describe the strategies employed by teachers in implementing the School Literacy Movement (Gerakan Literasi Sekolah/GLS) at the elementary school level. The School Literacy Movement is a government initiative designed to enhance students’ literacy culture as part of the effort to develop intelligent and critical future generations. This research uses a qualitative approach with a descriptive method. Data were collected through observations, in-depth interviews, and documentation. The research subjects were classroom teachers from an elementary school that actively implemented the GLS program. The results indicate that teachers apply various strategies, including integrating literacy into learning activities, providing reading corners in classrooms, involving parents and the school community, and utilizing digital media as a literacy support tool. Challenges encountered include limited reading resources, insufficient implementation time, and varied student motivation. Nevertheless, teachers continue to be creative and adaptive in developing strategies suitable for their school context. This study recommends sustained support from all stakeholders to ensure that GLS implementation can run effectively and significantly impact the development of students’ literacy culture.