The Implementation of Gerakan Literasi Sekolah (Gls) Program in Elementary School
Abstract
The purpose of Gerakan Literasi Sekolah (GLS) program is to manage schools as a literary ecosystem. The components of GLS program such as facilities & infrastructure, activities, and school literacy team determine the successful implementation of the program. This study aims at describing the condition of the GLS program implementation in state elementary schools of Sleman district. Data were obtained through a questionnaire by elementary school teachers. This reserach gauges the implementation level of GLS program from several aspects like the conditions of facilities & infrastructure, the school literacy team, the public involvement, and the activities of GLS program. The research resulted that 44% of the schools in Sleman district have been implemented GLS program in good category.
Keywords: Literacy; GLS Program; Elementary School
References
[1] UNESCO, “The plurality of literacy and its implications for policies and programmes,” France, 2004.
[2] M. A. D. K. Wijayathilake and R. Parrila, “Predictors of word reading skills in good and struggling readers in Sinhala,” Writ. Syst. Res., vol. 6, no. 1, pp. 120–131, 2014.
[3] S. P. McGeown, R. S. Johnston, J. Walker, K. Howatson, A. Stockburn, and P. Dufton, “The relationship between young children’s enjoyment of learning to read, reading attitudes, confidence and attainment,” Educ. Res., vol. 57, no. 4, pp. 389–402, 2015.
[4] Kemendikbud, Panduan gerakan literasi sekolah di sekolah dasar. Jakarta: Dirjen Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan, 2016.
[5] Kemendikbud, Desain induk gerakan literasi sekolah. Jakarta: Dirjen Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan, 2016.
[6] L. A. Bell, “The School as an Organisation: A re-appraisal,” Br. J. Sociol. Educ., vol. 1, no. 2, pp. 183–192, 1980.
[7] G. Troman, “’Stepping’ into the future: New forms of organisation in the primary school,” J. Educ. Policy, vol. 11, no. 5, pp. 611–624, 1996.
[8] M. M. Harris and F. Van Tassell, “The professional development school as learning organization,” Eur. J. Teach. Educ., vol. 28, no. 2, pp. 179–194, 2005.
[9] A. Geske and A. Ozola, “Factors Influencing Reading Literacy At the Primary School Level.,” Probl. Educ. 21st Century, vol. 6, pp. 71–77, 2008.
[10] a Wigfield and S. R. Asher, “Social and Motivational Influences on Reading,” Handb. Read. Res., pp. 423–452, 1984.
[11] S. R. Asher, “Influence of Topic Interest on Black Children’s and White Children’s Reading Comprehension,” vol. 50, no. 3, pp. 686–690, 2009.
[12] Standar Nasional Perpustakaan. Perpustakaan Nasional RI, 2011.
[13] C. Meyer, “Celebrating Diversity: Selecting a Classroom Library,” Kappa Delta Pi Rec., vol. 37, no. 4, pp. 177–179, 2001.
[14] T. A. Young and B. Moss, “Nonfiction in the Classroom Library: A Literacy Necessity,” Child. Educ., vol. 82, no. 4, pp. 207–212, 2006.
[15] A. McGill-franzen, R. L. Allington, L. Yokoi, and G. Brooks, “Putting books in the classroom seems necessary but not sufficient,” J. Educ. Res., vol. 93, no. 2, pp. 67–74, 1999.
[16] M. Mraz, B. Algozzine, and P. Watson, “Perceptions and expectations of roles and responsibilities of literacy coaching,” Lit. Res. Instr., vol. 47, no. 3, pp. 141–157, 2008.
[17] K. M. Calo, E. G. Sturtevant, and K. M. Kopfman, “Literacy Coaches’ Perspectives of Themselves as Literacy Leaders: Results From a National Study of K–12 Literacy Coaching and Leadership,” Lit. Res. Instr., vol. 54, no. 1, pp. 1–18, 2015.
[18] H. M. Edl, L. A. Humphreys, and R. S. Martinez, “University-school collaboration for the implementation of a tier III reading program for elementary school students,” J. Appl. Sch. Psychol., vol. 25, no. 3, pp. 221–243, 2009.
[19] G. Boushey and J. Moser, The Daily 5 Fostering Literacy Indepence in the Elementary Grades. Portland: Stenhouse Publishers, 2006.
[20] Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2016.
[21] J. O’Connell, J. Bales, and P. Mitchell, “Evolution in reading cultures: 2020 vision for school libraries,” Aust. Libr. J., vol. 64, no. 3, pp. 194–207, 2015.
[22] E. M. Johns, “Creating a Colorful Classroom: Incorporating Multimedia and Graphics into Library Instruction,” Internet Ref. Serv. Q., vol. 19, pp. 255–269, 2014.
[23] M. Bailey, C. Hall, and N. Gamble, “Promoting school libraries and schools library services: Problems and partnerships,” English Educ., vol. 41, no. 2, pp. 71–85, 2007.
[24] M. Mraz, B. Kissel, B. Algozzine, J. Babb, and K. Foxworth, “A collaborative professional development initiative supporting early literacy coaches,” NHSA Dialog, vol. 14, no. 3, pp. 174–184, 2011