Teachers' Experiences in Implementing the School Literacy Movement (GLS): An Investigation of Junior High School Literacy Programs in Indonesia

Abstract

This study explores the experiences of junior secondary school teachers in Indonesia who have implemented the School Literacy Movement (GLS). The study focuses on teachers' perceptions of GLS, its implementation, and its challenges. This study used a phenomenological approach involving 20 teachers to share their insights on the research topic. Data analysis was conducted through a qualitative research paradigm using ATLAS.ti 9 software. The tool facilitated the study of participants' transcripts and documentation, enabling the verbal expression of essential phrases or sentences, the identification of meanings and themes, and the combination of these elements into a comprehensive and insightful description. This study found that teachers implemented incomplete stages of GLS, driven by their limited perception of the program, which focused more on general reading skills. Their planning and implementation of GLS was superficial, and they faced significant issues such as time, evaluation, teacher workload, limited interaction or lack of training, and low student interest in reading. Challenges include limited learning resources and access and an unsupportive environment, facilities, and infrastructure