The Role of Teachers in Improving Student Literacy Through the Singo Mbois Program at Junior High School 27 Malang

Abstract

This study aims to analyze the role of teachers in improving students' literacy through the Singo Mbois Program at SMPN 27 Malang City and to identify the supporting and inhibiting factors encountered in its implementation. This study employed a descriptive qualitative approach. The subjects of the research consisted of teachers, students, and school authorities selected through purposive sampling. Data collection techniques were conducted through observation, interviews, and documentation, which were then analyzed using the interactive analysis model of Miles, Huberman, and Saldaña (data reduction, data display, and conclusion drawing). The results showed that teachers play a strategic role as facilitators, motivators, mentors, and drivers of literacy culture through reading habits, group discussions, specialized guidance, and the integration of literacy activities into the learning process. The Singo Mbois Program has proven to have a positive impact on increasing reading interest, information comprehension, critical thinking skills, and students' confidence in communicating. Supporting factors for the program include school commitment, active teacher involvement, and student enthusiasm. Meanwhile, inhibiting factors consist of variations in students' reading interest and ability, limited implementation time, and a lack of diversity in reading sources. This study concludes that continuous collaboration and innovation are highly needed for the Singo Mbois Program to develop into a contextual and effective school culture.