scholarly journals The Implementation of Independent Reading Literacy Activities in Secondary Education

2020 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Wahyu Dwi Cahya ◽  
Luh Putu Artini
Keyword(s):  
Development Stage ◽  
Reading Program ◽  
Literacy Skills ◽  
Independent Reading ◽  
Literacy Program ◽  
Reading Literacy ◽  
Learning Stage ◽  
Literacy Activities ◽  
English Literacy

The present study aimed at describing the implementation of independent reading literacy activities at SMA N Bali Mandara and how it affects students’ English literacy skills. This study followed case study design, and the primary data were obtained through interview, observation, and document analysis. The results of the study revealed that the implementation of independent reading literacy activities was applied in three stages: 1) the habituation stage; 2) the development stage; and 3) the learning stage. In the habituation stage, the school used silent reading to form reading habits. This positive habit maintained by providing students real-world literacy activities in the development stage to develop their reading interest through storybook writing and cooperative literacy program. In the last stage, the teachers implemented reading for enjoyment in the learning process through news reading and book review. The students’ average score in storybook writing was 90.6, in cooperative literacy program was 90.36, in news reading program was 90.2, and in book review was 90.47. The findings of this study indicate that independent reading literacy activities are effective to enhance students’ English literacy skills.

scholarly journals Teaching the 21st Century Skills (4Cs) in English Literacy Activities in SMKN 1 Singaraja in Academic Year 2019/2020

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
I Putu Ratama ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
21St Century ◽  
21St Century Skills ◽  
Reading Program ◽  
Literacy Program ◽  
Literacy Activities ◽  
English Literacy ◽  
Reading Response ◽  
Collaboration And Communication

Literacy program has been echoed by the Minister of education and culture since 2015. Teaching other skills in the implementation of literacy activities are crucial to prepare the students to compete in working field, especially in Vocational School. This study aimed to investigate (1) the kinds of English literacy activities implemented in SMKN 1 Singaraja, (2) how to teach the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja which consisted of preparation, steps and assessment of the 4Cs skills, (3) Teachers’ challenges while teaching the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja. The design of this research was descriptive qualitative. The setting of this research was SMKN 1 Singaraja and the subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that (1) there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. (2) In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught.  In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills (3) In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.

scholarly journals Implementasi Program Literasi dalam Meningkatkan Pendidikan Karakter Siswa

2021 ◽  
Vol 17 (2) ◽  
pp. 193
Author(s):  
Lia Lutfiani AR ◽  
Cecep Darul Iwan ◽  
Didih Syakir Munandar
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Student Development ◽  
Social Life ◽  
Development Stage ◽  
Literacy Programs ◽  
Literacy Program ◽  
Learning Stage ◽  
Reading And Writing ◽  
Education Of Students

This research is motivated by the fact that the development of the era in the school environment, it is found that many students whose interest in reading and writing has begun to decrease, one of which is due to the lack of getting used to reading, so that it has an impact on the character of students in the school. Several school principals made breakthroughs by implementing literacy activities to restore students' interest in reading and writing to their respective schools. Regarding educational institutions as educational units at various levels, starting from elementary, middle, and upper levels, both government and private, nowadays it is increasingly necessary to own and manage school libraries. This study aims (1) to determine the implementation of literacy programs in improving character education of students at SMP Negeri 1 Lumbung. (2) To determine the results of the literacy program in improving character education for students at SMP Negeri 1 Lumbung. (3) To determine the obstacles and solutions of literacy programs in improving character education for students at SMP Negeri 1 Lumbung. This research is a qualitative field research with descriptive methods. This is because this study aims to reveal data in the field, namely by describing and interpreting something objectively about something that happened at the time the research was carried out, with the aim of obtaining an overview of data about the actual social reality. The results of the research that the authors conducted lead to conclusions, namely: 1) The implementation of the literacy program at SMP Negeri 1 Lumbung has reached the learning stage. In the development stage, participants are encouraged to show their involvement in their thoughts and emotions with the reading process through productive activities orally and in writing. 2) The result of the implementation of the literacy program in improving the character education of students at SMP Negeri 1 Lumbung is that most of the education process depends on literacy abilities and awareness. The literacy culture that is embedded in students affects the level of success both in school and in social life. Strengthening moral education or character education in the present is very necessary to overcome the moral crisis that is currently hitting this nation. 3) The most prominent obstacle in implementing literacy programs is the lack of student motivation and the solution to these obstacles is to increase student development and provide motivation to students to actively read.

scholarly journals Various English Literacy Activities in Bilingual Primary School

2021 ◽  
Vol 5 (1) ◽  
pp. 48
Author(s):  
Putu Indah Puspitasari ◽  
N.N. Padmadewi ◽  
L.P.E.S. Dewi
Keyword(s):  
Primary School ◽  
International Student ◽  
Student Assessment ◽  
English Teachers ◽  
Study Data ◽  
Literacy Skills ◽  
Thinking Aloud ◽  
International Student Assessment ◽  
Literacy Activities ◽  
English Literacy

The results of Program of International Student Assessment show that the literacy skills of Indonesian students was in the low level. This study aims to investigate English literacy activities in elementary schools. This research is a qualitative research with a case study method. There were three English teachers who teach on the 1st, 2nd, and 3rd grade assigned as the subjects of this study.  Data were collected using a questionnaire, interview guide, and checklist. The data collection procedure was carried out by distributing questionnaires, conducting interviews, and conducting classroom observations. Data were analyzed using data analysis methods from Cresswell which consisted of data organization, coding, description and developing themes, reporting findings, interpreting, and validating data. The results of this study indicate that there are eight literacy activities, namely Directed Reading-Thinking Activity, guided reading, reading with multimedia assistance, thinking aloud, reading aloud, dictating, recognizing letters, and writing. This study provides a description about English literacy activities in Primary School conducted by teachers. Therefore, a suggestion is directed to English teachers to teach literacy to students since the early age as literacy is an important basis for students’ future learning.

scholarly journals Model Pelaksanaan Gerakan Literasi Sekolah di Sekolah Dasar

2019 ◽  
Vol 4 (11) ◽  
pp. 1448
Author(s):  
Gheanurma Ekahasta Novarina ◽  
Anang Santoso ◽  
Furaidah Furaidah
Keyword(s):  
Literacy Development ◽  
Public Involvement ◽  
Development Stage ◽  
Learning Stage ◽  
Literacy Activities ◽  
Reading Materials ◽  
Research Findings ◽  
Textbook Selection ◽  
Literacy Team

<p><strong>Abstract:</strong> This study describe the implementation of school literacy movement consisting of its habituation, development and learning and obstacles in SD Muhammadiyah 4 of Surabaya. Habituation stage covers literacy activities habituation, supporting facilities, creating a literacy-rich environment, and public involvement. Development stage covers habits of literacy activities, literacy activities supporting program, educators and education force in literacy activities, school literacy team and professional literacy development for educator and education force. Learning stage includes the use of enrichment book, textbook selection, responding to the text activities, and facilities utilization in learning. The research findings showed that the implementation of school literacy movement ran optimally. During its implementation, there were some obstacles such as the time to conduct the literacy activities, the availability of reading materials in the class, and diminishing commitment of the teachers to run the literacy activities inside the class along with the changing policy of the literacy habituation from the headmaster.</p><strong>Abstrak:</strong> Studi ini mendeskripsikan tentang pelaksanaan gerakan literasi sekolah yang terdiri dari pembiasaan, pengembangan dan pembelajaran dan kendalanya di SD Muhammadiyah 4 Kota Surabaya. Dalam tahap pembiasaan meliputi pembiasaan kegiatan literasi, penyediaan sarana dan prasarana, pengadaan lingkungan kaya teks dan pelibatan publik. Tahap pengembangan, meliputi kebiasaan kegiatan literasi, program pendukung kegiatan literasi, partisipasi pendidik dan tenaga kependidikan dalam kegiatan literasi, tim literasi sekolah, dan pengembangan profesional literasi bagi pendidik dan tenaga kependidikan. Tahap pembelajaran, meliputi penggunaan buku pengayaan, pemilihan buku teks pembelajaran, kegiatan menanggapi teks, pemanfaatan sarana dan prasarana dalam pembelajaran. Hasil penelitian menunjukkan bahwa pelaksanaan gerakan literasi sekolah berjalan optimal, namun masih terdapat kendala dalam pelaksanaannya, seperti masalah waktu pelaksanaan kegiatan literasi, berkurangnya koleksi baca di dalam kelas, dan berkurangnya komitmen guru dalam melaksanakan kegiatan pembiasaan membaca di kelas bersamaan dengan berubahnya kebijakan dari kepala sekolah atas pentingnya pembiasaan literasi untuk siswa.

‘How Shall We Sign That?’: Interactions Between a Profoundly Deaf Tutor and Tutee Involved in a Cross-Age Paired Reading Program

2003 ◽  
Vol 27 (2) ◽  
pp. 68-85
Author(s):  
Julie King ◽  
Richard Taffe
Keyword(s):  
Reading Program ◽  
Literacy Skills ◽  
Deaf Students ◽  
Cross Age Tutoring ◽  
Paired Reading ◽  
Tutoring Program ◽  
Novel Approach ◽  
Literacy Learners ◽  
English Literacy ◽  
Deaf Literacy

This paper reports on the use of a cross‐age tutoring program designed to improve the literacy skills of a profoundly deaf girl. In a novel approach to such programs, both tutor and tutee participants were profoundly deaf and used Auslan as their common mode of communication. The results of the program indicate that cross‐age peer tutoring has potential as an effective strategy for improving the literacy achievements of deaf children like the tutee participant. Analysis of the videotaped interactions between tutor and tutee over the course of the program provided unique insights into the nature of English literacy learning by profoundly deaf students. These insights point to a role for strategies like cross‐age tutoring where the particular experience of. deafness can be used to promote more effective interpretation and understanding of English for profoundly deaf literacy learners.

Cozy Reading

2005 ◽  
Vol 2 (2) ◽  
Author(s):  
Wendy Butt
Keyword(s):  
Young Children ◽  
Reading Program ◽  
Literacy Skills ◽  
Significant Benefit ◽  
Community Partnership ◽  
Speech And Language ◽  
Language Difficulties

Cozy Reading is a community partnership in Halton Region that helps promote a love of books and develops literacy skills in young children. The Cozy Reading program has significant benefit to children who have had little experience being read to and for children with speech and language difficulties.

scholarly journals A Quasi-Experimental Study of a Web-Based English Literacy Tool for Grade 3 Students in China

2020 ◽  
pp. 209653112097270
Author(s):  
Hui Gu ◽  
Jijun Yao ◽  
Longjun Zhou ◽  
Alan Cheung ◽  
Philip Abrami
Keyword(s):  
Effect Size ◽  
Effective Means ◽  
Literacy Skills ◽  
Web Based ◽  
Computer Laboratory ◽  
Third Grade Students ◽  
Quasi Experimental ◽  
English Literacy ◽  
Grade 3 ◽  
Laboratory Group

Purpose: This study explores the effectiveness of a A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRACADABRA; hereinafter, ABRA) —a web-based literacy program designed by Concordia University in Canada —on third-grade students in Nanjing, China. Design/Approach/Methods: Participants comprised 999 students from three treatment schools (N = 711) and three control schools (N = 288). Three different approaches were used in the treatment schools: namely, a computer laboratory once a week, noontime study after lunch, and single-game instruction (SG) during every English lesson. Interviews were also conducted with teachers, producing qualitative data. Findings: Following 20 weeks of intervention, the overall effect size was +0.05. The SG group reflected the smallest effect size (d = -0.52). The noontime study group produced an effect size of 0.39, and the laboratory group an effect size of 0.55. This study conducted interviews with teachers to gain a qualitative understanding of the differential impacts. In doing so, this study found that teachers in the SG group were poorly motivated due to a lack of school support and heavy workload, resulting in passive roles and low ABRA program intensity. Originality/Value: The results of this study indicate that ABRA is an effective means of improving Chinese students’ English literacy skills. Results also underscore the need for critical measures to encourage teachers to actively participate in the program.

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