early

Ngudirejo State Elementary School 1, My place of duty is located in Ngudirejo Village, Diwek District. With the number of students reaching 124 students for the School Year 2022/2023 this makes the Principal, My fellow teachers and I want to form and realize a school that is capable of producing a generation of achievers in all fields for the Indonesian nation.

Based on Education Report data, Data obtained on low literacy scores is not in line with school expectations. This shows that students' interest in reading books and writing is still lacking, so it needs to be grown and optimized. Especially after experiencing it learning loss due to the COVID-19 outbreak, Students' interest in the world of reading and writing is diverted by the fun of playing with gadgets.

As a class teacher 6, I felt directly the low literacy of my students. This is proven by the lack of standard vocabulary that they understand, understanding a sentence they don't know the meaning of, and their low ability to retell what they have read.

In my opinion, literacy skills are a very important basis in human life. Term “literacy” refers to a person's ability to read, write, understand, and use information effectively. This is a fundamental skill required in many aspects of life, including education, work, and active participation in society.

Based on that background, I made a program that I specifically ran in my class first, with permission and support from the Principal to carry out literacy movements. I named this program "SANGU SABU", which stands for “One Week, One Book”. With the hope that each student within one week will finish reading one book, and sustainable.

I hope that this program will be able to develop students' skills to achieve their academic and non-academic goals so that they are actively involved in their own learning process..

Challenge

In implementing this program, does not immediately go according to plan. There were several obstacles that I faced when starting this activity. Class students 6 doesn't seem ready to make this change, This is because their intensity in reading books is very low, especially when at home. So when I asked them to finish reading a book they looked very surprised as if it was a very heavy task and burden. However, I will provide an explanation of how to implement this program, and always motivate students so that they are challenged to carry out this program with a happy and joyful heart.

Action

I implemented this activity with several agreements so that it runs in accordance with the expectations of students being able to discipline themselves. Some of these agreements include:: (1) Every student has the right to read books according to his wishes, can be reading books in the library or books they own; (2) Mandatory reading hours are every Monday – Saturday, 15 minutes at the beginning before starting the lesson, namely at 07.00 – 07.15 WIB; (3) Students may continue reading during breaks or at home; (4) after finishing reading a book, on Saturday is the time for them to harvest the knowledge they get from the books they read; (5) The harvest of knowledge can be realized in various forms according to their interests and talents (tell a story, write a resume, make an essay, make poetry, make a booklet, pictures tell stories, dll).

At the end of each activity, After students harvest their knowledge I invite them to reflect. This reflection aims to evaluate or assess the SANGU SABU activities they have carried out. In this reflection I use a questionnaire with a model six thinking hats.

After students have finished reflecting and find out where the weaknesses and strengths are in what they have done during the week in the SANGU SABU Program, they repeat the same activity next week for the same duration, namely for one week with different reading books.

I think reflection is an important part of the learning and personal development process. Through reflection, Students can become more aware of themselves, more creative, and able to improve their critical thinking skills. So therefore, It is important to provide time for students to reflect and reflect on the activities they have undertaken.

Lesson

When I as a teacher accompany student literacy, there are some valuable lessons that I can get among others:

• Deep Understanding of Individual Needs: Accompanying student literacy allows me to better understand the needs and ability levels of each student individually. Every student has a different learning style, and by observing and interacting directly, I can adapt their approach to help each student reach his or her potential.
• Ability to Identify Challenges and Obstacles: Through the process of assisting literacy, I can identify challenges and obstacles faced by students in understanding or using written language. This can help me adjust my teaching strategies and provide additional support for students who need more help.
• Improved Communication Skills: Accompanying student literacy requires effective communication skills. I must be able to explain concepts clearly, Listen to students' questions or confusion, and provide constructive feedback.
• Ability to Manage Classes and Time: Accompanying literacy requires good planning and time management. I must be able to organize literacy activities efficiently in the classroom and ensure that all students are actively involved.
• Skills in Providing Emotional Support: Teachers assisting student literacy must also have skills in providing emotional support. Some students may face frustration or anxiety in learning to read and write, and I need to be able to provide positive encouragement and encouragement to keep them motivated.
• Flexibility and Innovation: During the process of assisting literacy, I face many different situations and challenges. This can help me be more flexible and innovative in their teaching approaches, look for new ways to facilitate the learning process and solve problems that arise.
• Awareness of Student Development: Being involved in assisting student literacy gives me the opportunity to better understand students' cognitive and language development. This helps me in adapting teaching methods to suit each student's individual developmental stage.
• Appreciation for the Learning Process: Accompanying literacy allows me to see students' development over time. This teaches the importance of appreciating the learning process, even if the results are not always instant.
• Satisfaction in Seeing Student Progress: When I see students successfully acquire literacy skills, it will provide a sense of satisfaction and pride in their role in shaping students' literacy futures.

Meanwhile for students, in implementing this program indirectly the lessons that students get among others:

• Reading and Writing Ability: Literacy programs provide opportunities for students to improve their reading and writing skills. Through various exercises and reading and writing activities, students can hone their language skills
• Developing student leadership, namely encouraging students to take control and be responsible for the activities they choose
• Encourage students to develop systematic ways of thinking, open and critical
• Developing student creativity so that they are able to modify and produce something original, meaningful and impactful for themselves
• Discipline and Perseverance: Reading books or writing stories requires discipline and perseverance. Through literacy programs, students learn to focus and work hard to achieve their reading or writing goals
• Satisfaction in Achieving Goals: When students successfully read a book or write a long story, they feel satisfaction from personal accomplishment. This increases their self-confidence and motivation to continue learning
• Practice your speaking skills in front of many people, and feel what it feels like to have your work appreciated by other people.

The SANGU SABU program can be a valuable experience for students as it helps them grow in their understanding of the language, knowledge, and perspective, and develop the skills and character needed in everyday life and the future.