PENERAPAN PROGRAM GERAKAN LITERASI SEKOLAH (GLS) TERHADAP KEMAMPUAN MEMBACA ANAK USIA 5-6 TAHUN DI PAUD KAMBOJA IX

Abstract

The background of this research is that reading ability is a fundamental aspect of language skills that every child should acquire. Through reading, children can broaden their knowledge. However, at present, early childhood reading skills remain relatively low. This is caused by several factors, including the limited availability of engaging reading materials for children, low parental awareness and concern in fostering reading interest, and the lack of well-structured reading activities in schools. To enhance early childhood reading skills, schools can implement a School Literacy Movement (GLS) program in early childhood education institutions. Therefore, this study aims to examine: (1) the implementation of the school literacy movement for 5-6-year-olds at PAUD Kamboja IX, (2) the media used in introducing literacy to early childhood at PAUD Kamboja IX, and (3) the supporting and inhibiting factors in implementing the School Literacy Movement (GLS) program on children's reading abilities at PAUD Kamboja IX.

The School Literacy Movement is a program designed to increase children's interest and ability in reading. This activity involves teachers reading non-curricular books for 15 minutes before the learning process begins. This study adopts a descriptive qualitative approach with field research. The research was conducted at PAUD Kamboja IX in Haurwangi District from August 1 to August 31, 2024. The data collection instruments and techniques included observation, interviews, and documentation studies. The research procedure involved data triangulation, which means gathering information from various sources and techniques to obtain a detailed and in-depth understanding of the implementation of the school literacy movement on children's reading skills at PAUD Kamboja IX.

The results of this study indicate that the implementation of the School Literacy Movement (GLS) at PAUD Kamboja IX aligns with the Minister of Education and Culture Regulation No. 23 of 2015 concerning character development. This is achieved through activities such as teachers reading non-curricular books for 15 minutes during the opening session, parent meetings with themes on fostering children's reading interest, and optimizing reading corners in the classroom. The media used in GLS implementation at PAUD Kamboja IX includes storybooks and literacy posters. Supporting factors for the GLS program implementation include the availability of reading materials, a conducive environment, and parental involvement. Meanwhile, inhibiting factors consist of internal challenges among children and the lack of library facilities as a resource for reading development.