Reading Habits, Interests, And Reading Comprehension Of Students In Schools Implementing School Literacy Movement

Abstract

This research aims to describe the reading habits, interests, and reading comprehension of grade X students at high schools implementing the School Literacy Movement (GLS) program in Banda Aceh and Aceh Besar, Aceh. The research method used was descriptive method with a quantitative approach. The sample was 114 grade X students of SMAN 2 Banda Aceh, Unsyiah Laboratory High School, MAS Ruhul Islam Anak Bangsa, and MAS Insan Qurani. This research used a questionnaire and tests as research instruments. Data analyzed by a descriptive qualitative technique by listing raw scores, calculating the average student score, and classifying the results of the samples studied. Research result indicated that the level of reading habits, interests, and reading comprehension of X grade students at high schools implementing the School Literacy Movement program (GLS) varied and had not reached the maximum result. First and foremost, the average mark of reading habits obtained by the four schools is 61% (moderate category) and the average mark of X grade students’ reading habits in each school was also in the moderate category: 59% in SMAN 2 Banda Aceh, 58% in Unsyiah Laboratory High School, 63% in MAS RIAB, and 65% in MAS Insan Qurani. Second, the level of students’ reading interest in those four schools was 67% (moderate category), while the average mark of students’ reading interest in each school was categorized moderate and good, 65% in SMAN 2 Banda Aceh, 62% in Unsyiah Laboratory High School, 71% in MAS RIAB, and 71% in MAS Insan Qurani. Last, reading comprehension level in these four schools was 61% (moderate category), while the average mark for reading comprehension of X grade students in each school was categorized moderate and good, 40% in SMAN 2 Banda Aceh, 65% in Unsyiah Laboratory High School, 71% in MAS RIAB, and 69% in MAS Insan Qurani.

Implementation of the School Literacy Movement through Indonesian Language Learning in High Schools during the Covid-19 Pandemic

“…The availability of school facilities IJELS-2021, 6( 6), (ISSN: 2456-7620) https://dx.doi.org/10.22161/ijels.66. 10 64 is evidence that the school strongly supports the government in implementing the school literacy program.…”

“…The use of technology in distance learning or online there are many variances of problems that hinder the effectiveness of learning such as limited mastery of technology, inadequate facilities, limited internet access, IJELS-2021, 6 (6), (ISSN: 2456-7620) https://dx.doi.org/10.22161/ijels.66. 10 62 and budget readiness [5].Including learning Indonesian is inseparable from various obstacles. Therefore, during the Covid-19 pandemic, every school is more focused on implementing distance or online learning processes in such a way as to be effective.However, the implementation of online Indonesian learning does not fully refer to the existing Lesson Plan (RPP) because the time is relatively short [6].…”

“…It should be noted that many articles that write about the literacy of the Indonesian people are still in the low class. The literacy level of students in Indonesia is categorized as low [10].The Covid-19 pandemic is not an easy temptation for all nations. All countries including Indonesia must be able to overcome all existing problems and make this Covid-19 pandemic a challenge to be more active in finding new things (such as online education services) so that they can be ready with all possibilities.…”