Implementation of the school literacy movement to increase reading interest among elementary school students

Abstract

This study aims to describe the implementation of the School Literacy Movement (GLS) in increasing reading interest in elementary school students and identify supporting and inhibiting factors in its implementation. This study is a synthesis of several previous studies analyzed using a qualitative approach using interviews as the main data collection technique, supported by observation and documentation. Key informants consisted of school principals, class teachers, and students at the upper elementary school level. The results of the study indicate that the implementation of GLS in several elementary schools has been running quite well. Dominant literacy activities include 15 minutes of reading before class, the provision of reading corners in the classroom, literacy competitions, and the development of libraries and school environments that support a culture of literacy. This program also involves the participation of parents and the community in encouraging children's reading habits. Factors supporting the success of GLS include the active involvement of teachers in guiding students, the availability of interesting and relevant reading materials, and the existence of supportive school policies. However, several obstacles remain, such as limited variety of reading books, limited implementation time, and the condition of literacy facilities that are not optimal. From the overall findings, it can be concluded that the implementation of GLS that is carried out consistently and involves all school parties is able to foster students' interest in reading. Therefore, ongoing support from schools, parents, and the government is needed to build a strong literacy culture from the elementary education level.