Literacy Movement in Junior High Schools to Form Students' Reading Habits

¹ Departmen of Sosiology Education, Faculty of Sosial Science and Law, Universitas Negeri Makassar, Indonesia
² Departmen of Sosiology Education, Faculty of Sosial Science and Law, Universitas Negeri Makassar, Indonesia
³ Departmen of Sosiology Education, Faculty of Sosial Science and Law, Universitas Negeri Makassar, Indonesia
⁴ Departmen of Sosiology Education, Faculty of Sosial Science and Law, Universitas Negeri Makassar, Indonesia

^* Corresponding author: a.octamaya@unm.ac.id

Abstract

This research is a qualitative descriptive study with research data obtained by interviewing thirteen informants who were selected based on predetermined criteria, namely because of their position at school, the literacy team, subject teachers and students who excel in academics. Data collection techniques are interviews, and documentation. Checking the validity of the data is done by using source triangulation.The results of this study found that: The implementation of the school literacy movement in Junior High Schools in Majene Regency has been carried out for 2 years, where the stages include: a) The habituation stage, reading reading books before starting learning is carried out every day. b) The development stage, reading books, accompanied by non-academic bills, such as making summaries of reading results or making written works, and utilizing the literacy environment in the form of reading corners for each class and library.The impact of the implementation of the school literacy movement is that students' reading interest continues to increase. The factors that hinder the implementation of the literacy movement in Junior High Schools in Majene Regency are Distance Learning (Online learning) which makes it difficult for students to control so that the implementation of the school literacy movement is not optimal.