Implementing the School Literacy Movement in a Boarding Senior High School in Sorong, Indonesia: A Qualitative Case Study

Albertus Bambang  Buntoro

doi:10.47239/jhkzpn34

Authors

Albertus Bambang Buntoro SMA YPPK Seminari Petrus van Diepen, Sorong, Southwest Papua, Indonesia

DOI:

https://doi.org/10.47239/jhkzpn34

Keywords:

School Literacy Movement, Boarding Senior High School, GLS, Library

Abstract

This study describes the planning, implementation, and documented outcomes of Indonesia’s School Literacy Movement (Gerakan Literasi Sekolah/GLS) at SMA YPPK Seminari Petrus van Diepen, a boarding senior high school in Sorong. A descriptive qualitative field-study design was employed, drawing on interviews with school personnel and students, participant observation, and school and library records. Fieldwork was conducted from June to August 2022, while library-circulation data covered January–May 2022. The program comprised preparation and coordination, reading habituation, literacy development, integration into classroom learning, and monitoring and follow-up. Reading practices included 15-minute reading sessions, weekly reflective writing, student-produced wall magazines, and subject-specific literacy tasks. School records showed that 135 of 249 enrolled students (54.2%) borrowed books during the observation period, and 622 books were circulated. Monthly circulation increased from 45 in January to 200 in May, although the series was not monotonic. These indicators document library use and program implementation but do not independently establish gains in reading proficiency or causal program effects. The findings highlight the role of teacher collaboration, library access, and school leadership, while identifying the need for a formally appointed literacy team, consistent monitoring, and direct assessment of students’ reading skills.

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