Abstract
The purpose of this study is to describe the role of the reading corner in fostering students' interest in reading in elementary school. This type of research is phenomenology with a qualitative approach. The informants of this study were the homeroom teacher 1,2,3,4,5, and 6 primary schools 34/1 Lotus, the data collection instrument used observation sheets, interviews, and documentation. The results of this study are seen that the reading corner has a very important role in fostering students' interest in reading in elementary school, this is evident from the presence of several reading corner roles that can foster interest in reading students in elementary school. This study can be concluded that the reading corner is very helpful in fostering students 'interest in reading in the classroom, the role of the reading corner in growing students' interest in reading is, as a facilitator where to read, as the closest reading material, a comfortable reading place and an interesting reading place, so that of some the role helps foster students' interest in reading in elementary school.
Highlights
PENDAHULUAN Sesuai dengan penelitian yang dilakukan oleh Programme For Internasional Student Assessment (PISA), Faradina (2017) menggambarkan bahwa, dalam dua priode asesmen yang diadakan pada tahun 2009 dan 2012 peserta didik indonesia menempati peringkat 64 dari 65 negara peserta dalam matematika, sains dan membaca
The purpose of this study is to describe the role of the reading corner in fostering students' interest in reading in elementary school
The results of this study are seen that the reading corner has a very important role in fostering students' interest in reading in elementary school, this is evident from the presence of several reading corner roles that can foster interest in reading students in elementary school
Summary
Kegiatan yang peneliti lakukan pada tahap ini yaitu melakukan observasi terhadap ketersediaan pojok baca di setiap kelas. Peneliti melihat bagaimana keadaan pojok baca yang ada di dalam kelas sebagaimana instrument penelitian yang telah peneliti siapkan. Peneliti melakukan wawancara kepada semua wali kelas yaitu kelas 1 sampai kelas 6 untuk melengkapi data yang tidak didapatkan dari observasi
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