A Descriptive Evaluation of Students’ Reading Interest in the Monday Literacy Program

Dina Dahliana; Esti Nur  Qorimah; Ana Hakimah binti Saufi; Nada Zahara

doi:10.59329/gawi.v6i2.389

Authors

Dina Dahliana STAI Solok Nan Indah
Esti Nur Qorimah STKIP PGRI Pacitan
Ana Hakimah binti Saufi UCYP University
Nada Zahara STAI Solok Nan Indah

DOI:

https://doi.org/10.59329/gawi.v6i2.389

Keywords:

case study, literacy culture, literacy program, reading interest, students

Abstract

This research aims to analyze the implementation of the Monday Literacy Program as a strategy to strengthen students' reading interest in higher education. The research uses a descriptive quantitative approach with a case study design. The research subjects consisted of 13 students participating in the Monday Literacy Program. Data was collected using a five-point Likert scale reading interest questionnaire consisting of 10 indicators, including enjoyment of the program, reading motivation, reading focus, reading comprehension, intrinsic motivation, sustainability of reading habits, search for reading materials, discussion activities, and reading recommendations. The data were analyzed using descriptive statistics by calculating the average score for each indicator and the overall average. The research results show that the Monday Literacy Program has made a positive contribution to strengthening students' reading interest with an overall average score of 3.75 (high category). The indicator with the highest score is the enjoyment of participating in literacy activities (M = 4.15), while the lowest score is on the habit of continuing reading activities outside the program (M = 3.31). These findings indicate that the program successfully increased student motivation and engagement during literacy activities but has not yet fully succeeded in forming sustainable reading habits outside the program's implementation. Thus, the Monday Literacy Program can be used as an institutional strategy to strengthen the literacy culture in higher education. The implication is that further program development is needed to encourage continuous independent reading practices through mentoring, providing a more diverse range of reading materials, and follow-up activities based on discussion and reflection.

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