Implementation of Literacy-Based Learning to Improve Students’ Reading Interest at SMAN 2 Jeneponto

Abstract

This study aims to describe the implementation of literacy-based learning in improving students’ reading interest at SMAN 2 Jeneponto. The study employed a qualitative descriptive approach involving the principal, teachers, and students as the research subjects. Data were collected through observation, interviews, and documentation. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing.

The results of the study indicate that literacy-based learning at SMAN 2 Jeneponto is implemented through reading habituation before the learning process begins, the use of the library and classroom reading corners, and the integration of literacy activities into classroom learning. Teachers apply various strategies, such as reading and discussing texts, making summaries, presenting the results of reading activities, and assigning writing tasks based on reading sources. The implementation of literacy-based learning is also supported by the provision of literacy facilities, teacher motivation, and school programs that encourage a reading culture.

The implementation has been proven to improve students’ reading interest, as indicated by the increased frequency of library visits, students’ active involvement in reading activities, and their ability to understand and express the content of what they have read. Nevertheless, the program still faces several obstacles, including the low discipline of some students and the limited availability of interesting reading materials. Therefore, continuous support from the school, teachers, and parents is needed so that a literacy culture can develop optimally within the school environment.