Abstract

This study aims to describe the challenges faced by literacy activist mothers in developing language literacy within the family environment. The study is based on the premise that the role of mothers as literacy facilitators in the family is a crucial factor in shaping children’s reading culture, yet it is often hindered by both internal and external factors. This research employed a descriptive qualitative method with a multi-site case study design. The data consisted of interview transcripts, observation notes, and documentation that reveal the challenges encountered by literacy activist mothers in implementing the Family Literacy Movement. The participants were ten literacy activist mothers representing each district or city on Lombok Island, West Nusa Tenggara. The data were analyzed thematically through three main stages: identification, analysis, and interpretation. The findings indicate four main challenges: limited time due to mothers’ dual roles, environmental and social barriers, low reading interest among children and family members, and limited availability of suitable reading materials for children. These findings have important implications for the field of Indonesian language education and instruction, particularly in fostering reading literacy rooted in the family environment so that literacy activities at home can effectively support Indonesian language learning at school.

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