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This study aims to examine the strengthening of school literacy culture through the establishment of a Literacy Corner at SMPN 4 Mangarabombang as a strategy to enhance students’ reading interest and engagement in literacy activities. The research problem arises from students’ low reading intensity and the limited availability of literacy-supporting facilities at school. A qualitative descriptive method was employed, utilizing observation, interviews, and documentation as data collection techniques. The findings indicate that the Literacy Corner significantly improves students’ access to reading materials, fosters more consistent reading habits, and creates a more conducive learning environment. Moreover, the involvement of teachers and students in managing the Literacy Corner strengthens their sense of ownership and increases active participation in school literacy activities. By facilitating a space dedicated to reading, the initiative addresses the challenges related to the scarcity of resources and encourages students to make reading a regular activity. Teachers also reported increased student motivation and engagement in literacy programs, which translates into greater academic performance. These results highlight that establishing a Literacy Corner is an effective and strategic approach to reinforcing school literacy culture. Furthermore, it can serve as a model for other schools aiming to enhance their literacy programs and improve student engagement in reading activities.

This study aims to analyze the strategy of library management and development in increasing reading interest in SMAN 3 Medan and identify factors that influence students' reading interest. This study uses a qualitative method with data collection techniques through interviews, observations, and documentation. The results of the study indicate that library management and development at SMA N 3 Medan play a crucial role in increasing students' reading interest. The strategies implemented include the procurement of a varied book collection that is relevant to students' needs, improving the quality of library services, and creating a comfortable and conducive environment for reading. In addition, the library also acts as a center for literacy activities by holding various programs such as book discussions, interactive reading corners, and digital literacy training. This study also found that students' reading interest at SMA N 3 Medan was influenced by various factors, including the school environment, availability of library facilities, students' intrinsic motivation, family support, and social and cultural influences. Supportive school environmental factors, such as proactive school policies in improving literacy and the role of teachers in encouraging students to read, also contributed to increasing reading interest.

This study aims to determine the effect of the use of Word Search Puzzle media on English vocabulary mastery in grade IV students at MIS Nurul Hidayah Medan for the 2024/2025 academic year. Vocabulary mastery is an important aspect of learning English, as it is the basis for language skills such as reading, writing, speaking, and listening. In an effort to improve students' vocabulary skills, innovative, interesting, and interactive learning media is needed. One of the media used in this study is Word Search Puzzle, which is a game to find words in a letter box that can stimulate students' interest in learning and make it easier for them to recognize and remember new vocabulary. This study uses an experimental method with a One-Group Pretest-Posttest Design. The sample in this study is all fourth grade students of MIS Nurul Hidayah Medan, which totals 19 people. The research instrument was in the form of a multiple-choice test of 20 questions that measured students' English vocabulary mastery before and after treatment. The data was analyzed using the Paired Sample T-Test statistical test with the help of SPSS software. The results of the study showed a significant increase in the average score of students, from 55.26 in the pretest to 82.36 in the posttest. The hypothesis test showed a significance value of 0.000 (sig < 0.05), which means that Ho was rejected and Ha was accepted. Thus, it can be concluded that the use of Word Search Puzzle media has a significant influence on improving the English vocabulary mastery of grade IV students. These findings indicate that game-based learning media can be an effective strategy in English learning at the elementary school level.

Reading interest is an intrinsic motivation that encourages students to actively engage in reading activities with a sense of enjoyment and autonomy. This study was motivated by the low reading interest among fourth-grade elementary students, often caused by reading materials dominated by plain text without visual support. Visual literacy offers an innovative approach by utilizing media such as picture books, educational comics, infographics, and videos to attract attention and enhance students’ comprehension. This research aims to analyze the implementation strategy of visual literacy to improve reading interest among fourth-grade students. The method used is Classroom Action Research (CAR) based on the Kemmis and McTaggart model conducted in two cycles. The findings indicate that visual media fosters interactive and meaningful learning experiences, leading to a significant increase in students’ reading interest. These results are expected to contribute to strengthening a culture of literacy in elementary schools

The ability to read with comprehension is a fundamental skill that is very crucial for children in elementary school. However, many students face challenges due to lack of interest in reading and teaching methods that feel monotonous. The purpose of this study is to evaluate how effective comic media is in improving students' reading comprehension. Using a literature review approach through a qualitative descriptive method, this study explores relevant literature on comic media, educational theory, and reading ability. The findings of the study indicate that comics, which combine text elements with visuals, can attract students' attention, make it easier for them to understand reading, and create a fun and interactive learning atmosphere. In addition, comics are also in accordance with the characteristics of elementary school children who tend to have visual interests and require relevant learning media. With the right usage strategy, comic media can function as an innovative alternative in teaching Indonesian to improve students' literacy skills from the start.

The Indonesian language curriculum in elementary schools is fundamental in fostering students’ literacy skills, particularly in reading and writing narrative texts such as fables. Despite its importance, students often encounter difficulties in understanding the structural elements of fables—namely, orientation, complication, resolution, and coda. These challenges are frequently exacerbated by variations in students’ readiness, interests, and learning profiles, which are not sufficiently addressed by conventional, one-size-fits-all teaching methods. This study adopts a qualitative library research approach to examine theoretical foundations and prior empirical studies related to differentiated instruction in the context of fable text learning. The findings suggest that differentiated instruction, by modifying content, process, product, and learning environment, effectively enhances students’ comprehension and performance in fable text structure. Furthermore, this approach aligns with the principles of the Merdeka Curriculum, which emphasizes learner-centered and inclusive education. Thus, differentiated instruction presents a promising pedagogical strategy for elementary school teachers in improving Indonesian language learning outcomes.

Kudus City, which is rich in history and culture, has various legends that can be used as interesting learning resources. The purpose of this study was to determine the use of legends in improving elementary school students' literacy with the method used in this study is the Systematic Literacy Review (SLR). The use of sacred urban legends in learning can improve students' reading and improve their understanding of local cultural and historical values. In addition, this activity encourages students to get discussions and creative activities such as storytelling and art. Therefore, using legends as teaching materials not only improves literacy, but also builds a sense of love for local culture. This study recommends the integration of sacred urban legends into the elementary school curriculum as an effort to improve the quality of education and conservation of local culture. The results of this study indicate that the use of legends to help elementary school students become more literate is a successful strategy

The limited capacity of primary school kids to produce simple compositions is typically a barrier in the Indonesian language learning process.  Amidst the constraints of conventional approaches that are dull, the Joyful Learning-based storytelling method has developed as a pleasant, participatory way that may promote students' creativity.  In this setting, instructors play a vital role as facilitators who may construct learning experiences that drive students to communicate their thoughts in writing.  The study was done at SDI Nurul Huda utilizing a descriptive qualitative technique using interviews, observations, and documentation.  The results suggest that the use of storytelling not only boosts students' interest in writing but also expands their vocabulary, improves the structure of their writing, and raises their confidence in expressing their thoughts in writing.  Active and innovative teachers have demonstrated to be able to maximize this strategy to assist the fundamental reading abilities of third-grade pupils.

This study examines the correlation between reading interest and writing ability of STIKOM Yos Sudarso Purwokerto students as an effort to understand the relationship between two basic literacy skills in the context of higher education. Low interest in reading is often blamed as one of the causes of students' weak writing skills, which impacts their academic quality and critical thinking skills. This study aims to determine the extent to which reading interest affects students' writing skills, as well as provide an initial mapping of literacy conditions in the campus environment. The method used is quantitative with a correlational approach. Data was collected through questionnaires to measure reading interest levels and writing tests to assess students' writing ability. The analysis was carried out by Pearson correlation statistical test. The results of the study showed a significant positive correlation between students' reading interest and writing ability. The higher the students' interest in reading, the better their writing skills, especially in terms of writing structure, vocabulary use, and logical argumentation. These findings reinforce the assumption that active reading habits can promote significant improvements in writing skills. Therefore, a learning strategy is needed that is able to foster a literacy culture among students.

Reading instruction is a fundamental skill that elementary school students must master. Storytelling as a teaching method has been widely implemented as an effective strategy to improve reading ability, as it integrates both cognitive and affective aspects of learning. This article discusses the implementation of the storytelling method in reading instruction, focusing on the use of supporting media such as picture books and digital storytelling. Based on a literature review from various recent journals and studies, it was found that storytelling can significantly enhance students' reading interest, text comprehension, and motivation. The success factors include teachers’ skills in delivering expressive storytelling and the availability of learning media. The article also addresses challenges faced and solutions to optimize the use of storytelling methods. The findings suggest that storytelling is highly potential as a primary strategy in reading instruction at the elementary level to build a strong literacy foundation from an early age.

This study aims to describe the implementation of the "Akhbārīyah" strategy in teaching Arabic news text reading and to analyze its impact on improving the Arabic language skills of fifth-grade students at SDN Puspan Maron Probolinggo. The research employed a quantitative approach with a quasi-experimental design. Instruments used included observations, reading skill tests, and documentation. The results indicated that the implementation of the "Akhbārīyah" strategy significantly enhanced students' reading abilities, expanded their vocabulary, and improved their understanding of Arabic sentence structures. Furthermore, this strategy increased students' motivation and interest in learning Arabic through engaging and contextual news texts. These findings suggest that the "Akhbārīyah" strategy is effective as an alternative method for enhancing Arabic language skills at the elementary school level.

This study aims to improve the reading and writing skills of early age students in TPQ As-Sabiqun using the flashcard method. Learning the hijaiyah letters is very important in Islamic education because it is the first step to understanding the Qur'an. In implementing this activity, the Participatory Action Research (PAR) approach was used with interview, observation, and documentation methods. The results of the activity showed an increase in students' interest in learning, cognitive abilities, and fine motor skills. Flashcards have proven to be effective as interactive and interesting visual learning media for children. This activity also encourages the formation of religious character from an early age and strengthens the relationship between students and teachers. This study recommends the use of flashcard media as a relevant and educational learning strategy in introducing the hijaiyah letters to children.

The development of reading interest in early childhood plays a crucial role in shaping cognitive and language abilities. This research aims to explore teacher strategies in fostering reading interest among young children through the implementation of creative reading corners. This qualitative descriptive study was conducted in a kindergarten setting using observation, interviews, and documentation techniques. The findings show that teachers utilize various strategies such as thematic storytelling, interactive reading sessions, and personalized reading spaces to attract children's attention. The creative reading corner is designed with colorful visuals, age-appropriate books, and engaging media to stimulate curiosity. These efforts significantly contribute to increasing children’s enthusiasm for reading and enhancing their literacy skills. The implication of this study highlights the importance of teacher innovation in designing stimulating reading environments to develop lifelong reading habits from an early age.

Community Service Activities are one of the essential obligations that must be carried out by academic programs as part of implementing the Tri Dharma of Higher Education. PkM serves as a platform for lecturers to contribute meaningfully to improving community well-being. This activity aimed to provide education on evidence-based food types for cancer prevention to the residents of RT 08 RW 07, Tomang Subdistrict, Grogol Petamburan District, West Jakarta. The program was implemented through lectures, interactive discussions, and healthy menu simulations, supported by educational leaflets. The materials covered an overview of cancer, the role of nutrition in cancer prevention, recommended and avoidable foods, and practical tips on reading nutrition labels. Evaluation was conducted using pre-tests and post-tests to measure participants’ knowledge improvement. The results showed a significant increase in knowledge with an average N-Gain score of 67%, categorized as moderately effective. Furthermore, participants’ active engagement during discussions and simulations indicated high interest in the information delivered. This program demonstrates that evidence-based nutrition education, when communicated contextually and interactively, can serve as an effective promotive and preventive strategy in reducing cancer risk within the community.