<![CDATA[This study examines the relationship between literacy habituation and students’ social capital at UPT SPF SMPN 39 Makassar, an island-based junior high school located on Barrang Caddi Island. The study is based on the view that literacy practices in schools are not only individual cognitive activities, but also social processes shaped by interaction, norms, trust, and cooperation among school members. A qualitative case study approach was used to understand how literacy habituation is implemented and sustained in the school context. Data were collected through observation, semi-structured interviews, and documentation involving the principal, vice principal, teachers, homeroom teachers, and students. The data were analyzed through data reduction, data display, and conclusion drawing, while validity was strengthened through source and technique triangulation. The findings show that literacy habituation is constructed through three dimensions of social capital. First, social networks are reflected in cooperation among teachers, students, peers, parents, and other school members in supporting reading and learning activities. Second, social norms are institutionalized through the 15-minute reading routine before lessons, classroom agreements, and learning discipline. Third, trust is shown through emotional support, a safe classroom atmosphere, and students’ confidence to read, ask questions, discuss, and express ideas. Although the school faces limited library facilities, reading materials, and digital access, literacy activities continue to develop through collective responsibility and supportive social relations. This study concludes that social capital is an important resource for sustaining literacy habituation in island schools and can help compensate for limitations in educational infrastructure]]>
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