Reading Trail Card-Based Literacy Tree: An Approach to Strengthening Reading Interest and Engagement among Primary School Students

Khosiah; Uswatun  Hasanah; Hidayatullah; Siti Fansuri Hardianti; Suri Andani; Nurul Mandayani

doi:10.70115/cahaya.v4i3.790

Authors

Khosiah Universitas Muhammadiyah Mataram, Mataram, Nusa Tenggara Barat, Indonesia
Uswatun Hasanah Universitas Muhammadiyah Mataram, Mataram, Nusa Tenggara Barat, Indonesia
Hidayatullah Universitas Muhammadiyah Mataram, Mataram, Nusa Tenggara Barat, Indonesia
Siti Fansuri Hardianti Universitas Muhammadiyah Mataram, Mataram, Nusa Tenggara Barat, Indonesia
Suri Andani Universitas Muhammadiyah Mataram, Mataram, Nusa Tenggara Barat, Indonesia
Nurul Mandayani Universitas Muhammadiyah Mataram, Mataram, Nusa Tenggara Barat, Indonesia

DOI:

https://doi.org/10.70115/cahaya.v4i3.790

Keywords:

Literacy Tree, Reading Trail Cards, reading interest, reading engagement, primary school literacy

Abstract

This study aims to examine the implementation of a Literacy Tree based on Reading Trail Cards as a strategy to strengthen primary school students’ reading interest and engagement in literacy activities. A descriptive qualitative approach was employed at SDN 1 Bodak, Central Lombok Regency, Indonesia, involving 40 fifth- and sixth-grade students. The informants consisted of the school principal, two classroom teachers, and five students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation and analysed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing and verification. Data credibility was established through source and methodological triangulation and member checking. The findings show that the Literacy Tree was implemented through five stages: introducing the media, selecting reading materials, reading, completing Reading Trail Cards, and attaching the cards to the Literacy Tree. The cards served as tools for recording and reflecting on students’ reading experiences, while the Literacy Tree visually represented their reading progress. Observation and interview findings indicated active participation, enthusiasm, increased reading interest, and students’ willingness to engage in further reading activities. These findings suggest that the Reading Trail Card-based Literacy Tree can provide a practical, participatory, and visually engaging strategy for strengthening reading interest and literacy engagement among primary school students.

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