The Implementation of School Literacy Movement for Children in Elementary School

Abstract

This study aims at describing the implementation of School Literacy Movement for Children (Gerakan Literasi Sastra Anak/GLSA) through habituation, development, and instructional acticities at SD Kauman 1, SD Anak SALEH and SD Laboratorium UM. The implementation of GLSA in each school is so unique that they are worth-studying. This is is a phenomenological qualitative approach employing multicases design. Data are gathered through direct observation by researcher, in-depth interview with related stakeholders of GLSA such as principlas, teachers, students, parents as well as documentary study. After assesing their validity, the data are then analysed by condensing the data, displaying the data and withdrawing conclusion. Based on data analyisis, it is found out that on habituation stage, the GLSA is carried out through: (1) morning story of “Sapa Mentari”, (2) pachelathon and conversation, (3) setting up literate environment and infrastructure (library, reading corner and wall magazine), (4) selecting reading resources for children, (5) involving public and (6) “Genam 45”. On development stage, GLSA is carried out by: (1) story telling, (2) literacy show, (3) literacy sack, (4) DEAR practice, (5) independent reading. For instructional stage, the activities of GLSA are: (1) creative teaching and learning process in the form of writing science comic, (2) reading for comprehension, and (3) balance reading practice.