The Effect of School Literation Movement on Students’ Reading Interest Through Learning Sources

This study aims at examining the direct and indirect effects of the school literacy movement program on students’ reading interest through learning resources. This type of research is ex post facto by using path analysis. The number of research samples is 269 Vocational High School students in Indonesia. Data collection technique used: questionnaires, interviews, and documentation. Data analysis technique used path analysis. The results of this study indicate that directly and indirectly there is a positive and significant effect of the school literacy movement program on students’ reading interest through learning resources.


Introduction
Competent human resources are needed for the development of a nation in accordance with the goals of education that have been aligned with the ideals of the Indonesian nation, namely for the formation of Pancasila people for all of its citizens (Wahyuni, 2018: 679). This of course must be owned by each individual through the level of education.
Regarding education, the government has a role in the national advancement by seeking education through educational institutions and education providers.
Vocational High School (VHS) is one of the designated educational institutions to produce intelligent and independent generations. Based on this, the school must compete to create or compile a school program to attract the attention of parents (Wahyuni, 2018: 679). Therefore schools play an important role as a place of knowledge and place of learning for students.
The School Literacy Movement is one part of a government program issued by each school to attract the attention of parents. This program seeks to realize the habituation of students to love reading. If students have the habit of reading, reading is not a compulsion but a necessity. From a need it will become a habit that is embedded in students.
The results of the study by Program for International Student Assessment in 2009 stated that the results of student literacy in Indonesia were ranked 57th with a core of 396 (OECD average 493), while in 2012 it was ranked 64th with a score of 396 (average OECD average 496) and 2015 showed the same results (OECD, 2013). In addition, the study of "Most Nation in the World" conducted by Central Connecticut State University in March 2016, stated that Indonesia's literacy ranking was ranked 60th out of 61 countries studied. Indonesia is between Thailand (59) and Bostwana (61). Based on this, it can be seen that reading interest in Indonesia is classified as low, while reading is a very important thing because without reading, one cannot filter and understand information wisely and carefully.
Learning resources are all things that can be utilized by teaching staff and students individually or jointly (Supriadi, 2015: 129), so that the source of learning is not only through books that the majority of people think about. The internet can also be regarded as a source of learning, even now it is booming as a supporter of the era of globalization.
Therefore students can use their mobile phones and laptops that are already connected to the wifi network provided in the school to read in adding insight and knowledge.
Related to this, if learning resources are available, it will greatly influence the success of the school in implementing the School Literacy Movement to foster interest in reading students.
Interest is a feeling of being more like and feeling attached to a thing or activity without being told (Slameto, 2003:180). Interest can be a driving force for someone to act. Therefore interest does not arise by itself but there are certain elements as a driver such as interest in reading. Interest in reading is important in increasing the success of students, so students must have a high interest in reading. Reading habits can foster interest in reading students. Relevant research was also conducted by Khairuddin (2013: 160-170) which contained that interest in reading has a strong positive relationship with the success of students in school. When students read they will get more knowledge and will help them to have a broader perspective on certain issues. In the study it was stated that students in Malaysia still did not adopt reading habits, even though people who could not read would not succeed. Based on this, reading habits are highly related to reading interest, so that the School Literacy Movement indirectly relates to reading interest.
There are other previous study conducted by Karyati (2018: 254-262) which contains the fact that by utilizing learning resources with one of the indicators, namely the average student learning outcomes rise. In addition, the existence of learning resources received a very good response from the students with a percentage of 90%. The results of this study can be concluded that in all learning processes require learning resources for better learning outcomes, one of which is reading activities to increase literacy skills in order to increase the knowledge and skills acquired.

Methodology
This study uses a quantitative approach with ex post facto research types. This study uses three variables, namely school literacy movement (X), learning resources (Z), and student reading interest (Y). The purpose of this study is to explain the relationship of the influence of the school literacy movement on reading interest directly or indirectly through learning resources. The population in this study were vocational students majoring in Office Administration in East Java Indonesia. With the Slovin formula obtained a sample of 269 students. Data collection in this study was conducted using questionnaires, interviews, and documentation. Questionnaires before being distributed to respondents were tested for validity and reliability first. The data analysis technique used is descriptive analysis and path analysis.

Research Result
Based on the results of the descriptive analysis for the school literacy movement variables described in 17 items of questions are as follows: The result of the calculation of descriptive analysis for the school literacy movement variables obtained by the Grand Mean is 2.17, classified into a fairly good category, that means the school literacy movement program in East Java had gone quite well.
The results of the descriptive analysis for the learning resource variables outlined in the 9 item questions are as follows: The results of the calculation of descriptive analysis for the source variables obtained by the Grand Mean is 3.52, in the very good category. That means the learning resources in vocational schools in East Java is very good and very adequate.
The results of the descriptive analysis for the variable reading interest of students described in 14 items of questions are as follows: The results of the calculation of descriptive analysis for students' reading interest variables obtained by the Grand Mean of 2.32 were categorized quite well, thus indicating that students' interest in reading was good enough.
After doing a descriptive analysis, the next step is conducting inferential analysis using path analysis. The following are the results of path analysis.     The results of the second study, there are positive and significant effects of learning resources on students' reading interest. With the existence of complete and adequate learning resources, it will further increase students' reading interest. The statement is supported by the opinions of students and teachers who say that students' reading interest grows quite well if supported by adequate learning resources. The results of this study are in accordance with Sanjaya (2010) who say that learning resources are everything that exists around the learning environment that can be functionally used to help optimize learning outcomes. Optimization here is not only in the form of learning outcomes but can also be reviewed from the process of student interaction with various sources that can stimulate students with various sources. One of those things is to grow students' interest in reading so that they can understand and master something that has been read to gain more knowledge. Furthermore, according to Okongo (2015),

Conclusion
Based on the results of the research described, it can be concluded that there is a direct and indirect effects on the school literacy movement on learning outcomes by mediating learning motivation. The direct effect that occurs on the school literacy movement on students' reading interest shows that the results have a positive and significant effect so it can be concluded that reading interest can be influenced by the school literacy movement. In addition, the school literacy movement has a positive and significant effect on learning resources and learning resources have a positive and significant effect on students' reading interest. Thus, it can be concluded that if the school literacy movement program is carried out effectively and efficiently it will increase students' reading interest and vice versa

Suggestion
The education office of East Java Province is able to make this research as an input for the department in improving the quality of education in East Java, as well as the success of government programs to create competent schools in accordance with the 2013 curriculum, one of which is the school literacy movement program, and assist in providing learning resources.