<![CDATA[This study aims to describe the condition of the school literacy environment in fostering students' reading interest, explain the role of the school literacy environment, and analyze the factors supporting and hindering the development of the school literacy environment at SD Negeri Banyuyoso. The primary issues addressed in this study include students' low reading independence, an outdated book collection, limited reading corners in lower-grade classrooms, and suboptimal physical conditions in the library. This descriptive qualitative study gathered data through direct observation, structured interviews with the principal, classroom teachers, and students, as well as document analysis and questionnaires. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that: (1) the physical environment is inadequate due to library infrastructure damage, a leaking ceiling, and an uneven distribution of reading corners, whereas the socio-academic environment is well-structured; (2) the role of the literacy environment has not been optimal in fostering intrinsic reading interest because the 15-minute reading habit remains administrative in nature and relies heavily on teacher supervision; (3) supporting factors include school program policies, mobile library partnerships, and teachers' commitment to serving as role models, while inhibiting factors include uncomfortable physical facilities, a limited book collection, and a lack of independent responsibility among students.]]>
