This article discusses best practices in guiding students to write and publish works through the school literacy movement at SD Negeri 02 Tanjungsari. The purpose of this paper is to provide insight into effective approaches and strategies in developing students' writing skills as well as encouraging them to publish work. This paper describes some best practices that can be applied in the context of the school literacy movement. First, it is important for schools to create an environment that supports and encourages students to write. This can be done through the establishment of reading corners in the classroom, literacy groups, creative spaces, and support from school residents. Giving special time to writing, providing relevant resources, providing appropriate guidance and guidance to students in the writing process are also important factors in increasing students' interest and motivation in writing. Teachers can use an inclusive and differentiated approach to ensure that every student gets support that suits their needs. The provision of constructive feedback and the opportunity to revise writing are also important aspects of guiding students in writing. The importance of publishing students' works as an effort to motivate them and provide a sense of achievement. Guiding students to write and publish work through the school literacy movement requires a holistic and structured approach. By creating a supportive environment, providing appropriate guidance, schools can motivate and help students develop writing skills as well as appreciate the value of their works.

Education in elementary schools is the initial momentum for students to improve all the abilities inherent in children. Starting at the time of learning in early childhood (kindergarten ) and then continued and strengthened in elementary school. Habits that children carry out every day, both in the home, community and school environment, are important in forming natural potential, especially in the field of children's language. Language skills that are expected to be assisted, grown, and used as development material for elementary school teachers include listening or listening skills, speaking, reading, and writing. These four skills are so important to be given at the elementary school level as a form of teaching Indonesian according to the current education curriculum. Learning activities in schools are also expected to be able to integrate this unified language in all intra- and extra-curricular activity programs so that their benefits are increasingly visible and meaningful in harmony with the social life of students.

This study aims to analyze the initial needs of developing the competence of elementary school teachers as an effort to increase motivation and success in writing books. The target of this study was a teacher at SD Hang Tuah Cluster, Pemalang District, Pemalang Regency. The method used in this research activity is descriptive qualitative with research instruments in the form of questionnaires and interviews. The use of data analysis techniques includes three stages, namely data reduction, data presentation, and drawing conclusions. Based on the analysis of the instrument, data was produced that the motivation and success of teachers in writing books is very low. The total number of teachers targeted for the study was 36 people. The percentage of teacher motivation in writing books is only 31% and success in writing books is at 3%. The low motivation and success of teachers in writing books is caused by internal conditions that are not conducive (limited knowledge about authorship) and inadequate facilities and infrastructure (time and capital). The results of this study are useful as an initial analysis of the need for teacher competency development in writing in order to have a strong motivation to start work so that teachers who are skilled in writing and productive in creating books as one of the published works.