The Implementation Of The Reading Literacy Movement On Students’ Reading Interest At MI Mambaul Ulum Bondowoso

Maryana, Khusnul (2025) The Implementation Of The Reading Literacy Movement On Students’ Reading Interest At MI Mambaul Ulum Bondowoso. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Maryana, Khusnul. 2025. Implementation of Reading Literacy Movement towards students' reading interest at MI Mambaul Ulum Bondowoso. Thesis, English Department, Faculty of Tarbiyah Education, State Islamic Institute (IAIN) Kediri. Advisor: (1) Dr. Toyyibah, M.Pd. (2) Mr. H. Burhanudin Syaifulloh, M.Ed., Ph.D. Keywords: Reading Literacy Movement, reading interest, literacy implementation, supporting and inhibiting factors. This research investigates the implementation of the Reading Literacy Movement (Gerakan Literasi Sekolah/GLS) at MIS Mambaul Ulum Bondowoso. It aims to explore how the literacy program is carried out, to identify the supporting and inhibiting factors, and to analyze its impact on students’ reading interest. The study responds to concerns about the declining interest in reading among elementary students, despite the presence of literacy-based programs. Therefore, it focuses on how schools foster reading habits through structured literacy activities and how these efforts influence students’ motivation and engagement with reading. This study applies a qualitative descriptive research method with a case study approach. Data were gathered through direct observation, in-depth interviews with teachers and students, and documentation related to literacy activities in the school. The research used analytic content analysis to examine patterns and meanings in the data, and the Miles and Huberman interactive model was employed to conduct data reduction, display, and conclusion drawing. Triangulation was also used to ensure the credibility and accuracy of the findings by combining multiple data sources and techniques. The findings reveal that the literacy program is implemented through structured activities, including morning reading sessions, book collection efforts, and the creation of a wall magazine. The success of the program is supported by the active involvement of teachers, students’ enthusiasm, and adequate literacy infrastructure, such as the library and reading materials. However, some inhibiting factors were also identified, such as limited time, inconsistent participation, and a lack of reading culture at home. Despite these challenges, the program has had a positive impact on students’ reading interest and helped develop a reading culture at MIS Mambaul Ulum Bondowoso. Recommendations are offered to strengthen the program, including greater parental involvement and ongoing support from educational stakeholders.

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