Implementation of the Children's School Literacy Movement Program in Primary Schools

Abstract

Students in primary schools who have low literacy levels are less interested in reading. The School Literacy Movement (GLS) program is one of the government's efforts to improve students' reading comprehension. However, there are a number of challenges in implementing the GLS program. In addition to the lack of willingness of school principals and communities to support the implementation of GLS, many teachers also noted that the timing of the implementation has not been ideal. The purpose of this study was to find out how the GLS program was implemented and what challenges were faced in implementing it. This research uses a qualitative approach and is descriptive in nature. Various stages of GLS have been adopted, including habituation, development, and learning, according to research from two schools. The approach used in this study was a qualitative approach. The research process that uses a qualitative approach produces descriptive data in the form of written or spoken words from people and behaviors that can be observed. In qualitative research, a researcher talks with and witnesses several individuals, and engages in interactions over several months to examine the environment, routines, behaviors, and psychological and physical traits of the subjects. The environment, routines, actions, and physical and mental traits of individuals are examined. The method used in this research is a literature study. The results of implementation with 3 stages, namely the habituation stage, the development stage and the learning stage. The implementation is a literacy competition, utilization of the reading corner and utilization of the beca terrace for students. One initiative that promotes literacy that is quite simple and efficient to implement is the School Literacy Movement. The School Literacy Movement (GLS) is one of the initiatives that is simple and efficient enough to be implemented in schools to encourage students to engage in the learning process so that education has a purpose.