Implementation of the School Literacy Movement (GLS) for Students of Junior High School (SMP) Al-Azhar 3 Bandar Lampung

Abstract

School literacy in the context of the School Literacy Movement (GLS) is the ability to access, understand, and use things intelligently through various activities including reading, viewing, listening, writing, and speaking. This research aims to find out and describe how the School Literacy Movement (GLS) is implemented among students and the obstacles they face. In this research, the researcher chose SMP Al-Azhar 3 Bandar Lampung as the place for carrying out the research. This research is descriptive qualitative research, with data collection techniques in the form of observation, interviews, and documentation, and the researcher uses data analysis in the form of source triangulation. Based on the results of this research, it was found that the implementation of the school literacy movement (GLS) at SMP Al-Azhar 3 Bandar Lampung has fulfilled three stages of the chool literacy movement (GLS), namely habituation, development, and learning based on the school literacy movement guidelines in junior high school, which was determined by the Directorate General of Primary and Secondary Education, Ministry of Education and Culture in 2016. Activities at the familiarization stage include opening class (Tadarus Al-Qur’an), daily reading journals, class library media, moving book media, literacy-themed poster media, creating a text-rich environment, alumni donating books to the library, and activities for selecting reading books. The development stage includes opening class (tadarus Al-Qur’an), vocabulary game activities, BBQ activities (Bina Baca Qur’an), tasmi’ activities, activities responding to reading results, and independent reading hours. The learning stage includes opening class (Tadarus Al-Qur’an), vocabulary games, activities responding to reading results, and reading challenge activities. The obstacles faced in implementing the School Literacy Movement (GLS) at SMP Al-Azhar 3 Bandar Lampung include general obstacles and specific obstacles. The general obstacles consist of a lack of literacy-themed collections and inadequate library facilities. This results in a lack of interest in reading in the library, while special obstacles appear in moving book activities. This is due to the lack of supervision carried out by library staff, whose number is still minimal.
 Keywords: implementation, obstacles, school literacy movement (GLS), student