<![CDATA[This study arose from the problem of first-grade elementary school students who still experienced difficulties in reading, including recognizing letters, pronouncing words, and understanding the content of texts. This condition was caused by low reading interest and the implementation of literacy activities that were still monotonous and lacked the use of attractive learning media. As a result, students were less actively involved in reading activities. Therefore, this study aimed to (1) describe the implementation of the School Literacy Movement GLS using interactive e-book media, (2) identify the types of reading difficulties experienced by first-grade students, and (3) examine the role of interactive e-book media in helping to overcome students’ reading difficulties in elementary school. This research employed a qualitative approach with research subjects consisting of first-grade students, classroom teachers, and the librarian at SDN Dr. Soetomo V/327 Surabaya. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results showed that (1) the implementation of GLS through 15-minute reading activities before lessons using interactive e-book media was carried out well, (2) students’ reading difficulties included difficulties in recognizing letters, pronouncing words, and understanding the content of texts, and (3) the use of interactive e-book media increased students’ interest, motivation, and engagement in reading activities, thereby helping to overcome reading difficulties. This media is beneficial for teachers as an innovative alternative for literacy learning and for students in helping them understand reading materials in a more concrete, interesting, and meaningful way.]]>
