Strengthening School Literacy Culture Through BUGEMM: A Reading and Writing Habituation Program

Ida  Yulia

doi:10.47239/q92wpg82

Authors

Ida Yulia SMA Plus Negeri 17 Palembang, Indonesia

DOI:

https://doi.org/10.47239/q92wpg82

Keywords:

school literacy, reading culture, writing culture, BUGEMM, scientific writing

Abstract

Following School literacy programs require sustained routines that connect reading, writing, mentoring, presentation, and authentic publication. This study describes the implementation of BUGEMM (Budaya Gemar Membaca dan Menulis, or Culture of Reading and Writing) at SMA Plus Negeri 17 Palembang and examines how the program institutionalizes literacy practices. A descriptive qualitative design was used to document program procedures, student products, mentoring, and semester-end evaluation. BUGEMM was implemented for Grade X and XI students across four semesters, using Indonesian in regular classes and English in Cambridge classes. Students produced individual book reviews and scientific papers, completed at least eight documented mentoring sessions, and defended their work through scheduled presentations. Program records reported 599 participating students in the second-stage evaluation: 482 received grade A, 100 grade B, 12 grade C, 1 grade D, and 3 grade E; the source record reports a total of 599 students although the category counts sum to 598. The program generated student writing products and selected ten outstanding works for compilation into a proposed ISBN-bearing book. These findings indicate that BUGEMM functions as a whole-school literacy routine linking access to texts, guided writing, feedback, oral accountability, and recognition. Because the study is descriptive and does not include a comparison group or pre-post literacy measure, the findings should be interpreted as evidence of program implementation and output rather than causal proof of literacy improvement.

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