A DESCRIPTIVE QUALITATIVE STUDY ON THE IMPLEMENTATION OF MORNING LITERACY PROGRAM

• M. Yayan Artha Putra

  Universitas Hamzanwadi

  Author

• Siti Aisyah

  Universitas Hamzanwadi

  Author

• Juliani

  Universitas Hamzanwadi

  Author

This descriptive qualitative study examines the morning literacy program at MA NW Kotaraja, a rural Islamic senior high school in Lombok, West Nusa Tenggara. Through observations and interviews with 12th-grade students, the study explores how limited resources and geographic isolation shape classroom literacy practices. Findings show that the program functions mainly as a daily routine, with silent reading of repetitive texts and minimal teacher facilitation, resulting in surface-level comprehension, low motivation, and restricted higher-order thinking. Students report challenges such as short reading periods, limited text variety, and the absence of discussion or clarification, which contribute to emotional disengagement and uneven learning experiences. Viewed through social constructivist and critical pedagogical perspectives, the study emphasizes the need for more interactive and contextually relevant activities to foster deeper understanding and equitable participation. The research calls for reforms that strengthen meaningful literacy development in rural Islamic schools.

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