Development of a Classroom Reading Corner as an Effort to Increase Reading Interest Among Third-Grade Students at SD 55 Pamanjengan

Abstract

An interest in reading is a key factor in supporting students’ academic achievement and fostering a culture of literacy in schools. However, the interest in reading among students at SDN 55 Pamanjengan remains relatively low, as evidenced by their tendency to spend their free time playing rather than reading. This study aims to describe the use of a reading corner as an effort to increase the reading interest of third-grade students at SDN 55 Pamanjengan. This study employs a descriptive qualitative approach, with data collected through observations and interviews involving the principal, teachers, and students. The program was implemented through the development of a reading corner, including the arrangement of bookshelves, the provision of age-appropriate reading materials, attractive room decorations, and guidance on literacy activities. The findings revealed that before the reading corner was established, the average level of students’ interest in reading was only 32.14%, which was categorized as low. After the program was implemented, the average reading interest increased to 78.57%, falling into the high category. This improvement was reflected in several indicators, including enjoyment of reading, use of the reading corner during free time, daily reading habits, interest in reading non-textbook materials, and enthusiasm for participating in literacy activities. The findings indicate that effective management of reading corners can create a conducive learning environment and significantly increase students’ interest in reading. Therefore, collaboration among schools, teachers, parents, and policymakers is necessary to support the sustainability of literacy programs in order to strengthen a culture of reading and improve the quality of students’ education.