DEVELOPING STUDENTS' LANGUAGE SKILLS THROUGH THE IMPLEMENTATION OF BASIC LITERACY

Annas Solihin, Nurul Istiq'faroh, Heru Subrata, Hendratno Hendratno, Wahyu Sukartiningsih

Abstract


Abstrak: Penelitian ini bertujuan untuk mengeksplorasi implementasi literasi dasar di SDN Rangkah VI/168 Surabaya dan dampaknya terhadap kemampuan bahasa siswa, termasuk membaca, menulis, berbicara, dan mendengarkan. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi dan wawancara untuk menyelidiki praktik literasi yang diterapkan di kelas. Instrumen yang digunakan mencakup indikator dan pertanyaan semi-terstruktur untuk menggali pengalaman dan tantangan yang dihadapi oleh guru dan siswa. Data dianalisis untuk mengidentifikasi pola dan praktik yang signifikan dalam pengembangan keterampilan literasi. Hasil observasi menunjukkan antusiasme siswa untuk membaca, meskipun ada variasi dalam kemampuan menulis dan berbicara mereka. Wawancara dengan guru menemukan tantangan dalam mengajarkan keterampilan literasi, seperti perbedaan kemampuan siswa dan kurangnya motivasi untuk menulis. Siswa lebih nyaman berbicara dalam kelompok kecil, sementara keterampilan menyimak masih perlu ditingkatkan. Untuk mengatasi tantangan-tantangan ini, disarankan agar guru menerapkan pengajaran yang berbeda, memberikan lebih banyak tugas menulis kreatif, dan mengintegrasikan teknologi ke dalam proses pembelajaran. Studi ini menyimpulkan bahwa mengembangkan kemampuan bahasa melalui literasi dasar sangat penting untuk mempersiapkan siswa mengikuti pendidikan formal yang lebih tinggi dan menjadi anggota masyarakat yang produktif. Dengan pendekatan yang tepat, diharapkan kemampuan literasi siswa dapat meningkat secara signifikan.

Abstract: This study aims to explore the implementation of basic literacy at SDN Rangkah VI/168 Surabaya and its impact on students' language skills, including reading, writing, speaking, and listening. This study used a qualitative approach with observation and interview methods to investigate literacy practices implemented in the classroom. The instrument used included indicators and semi-structured questions to explore the experiences and challenges faced by teachers and students. The data was analyzed to identify significant patterns and practices in literacy skills development. The observations revealed students' enthusiasm for reading, though there were variations in their writing and speaking abilities. Interviews with teachers uncovered challenges in teaching literacy skills, such as the differences in student abilities and the lack of motivation to write. Students were more comfortable speaking in small groups, while listening skills still required improvement. To address these challenges, it is recommended that teachers implement differentiated instruction, assign more creative writing tasks, and integrate technology into the learning process. This study concludes that developing language skills through basic literacy is crucial for preparing students for higher formal education and becoming productive members of society. With the appropriate approach, it is expected that students' literacy abilities can improve significantly.


Keywords


Basic Literacy; Language Skills; Primary Education.

Full Text:

DOWNLOAD [PDF]

References


Bai, B., & Guo, W. (2021). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research, 25(3), 378–399.

Bjorn, G. (2023). The Power of Peer Engagement: Exploring the Effects of Social Collaborative Annotation on Reading Comprehension of Primary Literature. AI, Computer Science and Robotics Technology.

Carless, D., & Winstone, N. (2023). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150–163.

Chen, Y. (2024). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 37(4), 789–813.

Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17–40.

Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6–14.

Crompton, H., Burke, D., Jordan, K., & Wilson, S. W. G. (2021). Learning with technology during emergencies: A systematic review of K‐12 education. British journal of educational technology, 52(4), 1554–1575.

Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts (Vol. 19). Multilingual Matters.

David, L., & Weinstein, N. (2024). Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, 39(2), 1441–1463.

Erwin, K., & Mohammed, S. (2022). Digital Literacy Skills Instruction and Increased Skills Proficiency. International Journal of Technology in Education and Science, 6(2), 323–332. https://doi.org/https://doi.org/10.46328/ijtes.364

Gheyssens, E., Coubergs, C., Griful-Freixenet, J., Engels, N., & Struyven, K. (2022). Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles. International Journal of Inclusive Education, 26(14), 1383–1400.

Griffin, R. A. (2023). A comprehensive literacy approach: Integrating the science and art of reading for adolescents. Literacy Practice and Research, 48(2), 1.

Hobbs, R. (2022). Media literacy. In The Routledge international handbook of children, adolescents, and media (hal. 475–482). Routledge.

Hudson, A. K., Moore, K. A., Han, B., Wee Koh, P., Binks-Cantrell, E., & Malatesha Joshi, R. (2021). Elementary teachers’ knowledge of foundational literacy skills: A critical piece of the puzzle in the science of reading. Reading Research Quarterly, 56, S287–S315.

Indah, R. N., Budhiningrum, A. S., & Afifi, N. (2022). The research competence, critical thinking skills and digital literacy of Indonesian EFL students. Journal of Language Teaching and Research, 13(2), 315–324.

Kendall, J., & Khuon, O. (2023). Writing sense: Integrated reading and writing lessons for English language learners. Routledge.

Kim, J. S., Burkhauser, M. A., Mesite, L. M., Asher, C. A., Relyea, J. E., Fitzgerald, J., & Elmore, J. (2021). Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention. Journal of Educational Psychology, 113(1), 3.

Lakkala, S., Galkienė, A., Navaitienė, J., Cierpiałowska, T., Tomecek, S., & Uusiautti, S. (2021). Teachers supporting students in collaborative ways—An analysis of collaborative work creating supportive learning environments for every student in a school: Cases from Austria, Finland, Lithuania, and Poland. Sustainability, 13(5), 2804.

Mansueto, D., Kilag, O. K., Andrin, G., Guiñeta, R., Ford, L. J., & Tiu, J. (2024). Leadership Impact on Literacy: Principals, Synergistic Partnerships, and Progressive Pathways for School Improvement. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 50–56.

Minor, C. (2023). Best practices in literacy instruction. Guilford Publications.

Moosa, S., Shareefa, M., & Hammad, A. (2024). Boosting Fluency and Confidence: The Impact of Role-Play Activities on Speaking Skills of ESL Learners. The International Journal of Literacies, 32(1), 21.

Nguyen, T. L. P. (2022). Teachers’ strategies in teaching reading comprehension. International Journal of Language Instruction, 1(1), 19–28.

OECD. (2019). PISA 2018 Assessment and Analytical Framework. In OECD Publishing.

Pérez-Segura, J. J., Sánchez Ruiz, R., González-Calero, J. A., & Cózar-Gutiérrez, R. (2022). The effect of personalized feedback on listening and reading skills in the learning of EFL. Computer Assisted Language Learning, 35(3), 469–491.

Suban, T. S. (2021). Teaching speaking: activities to promote speaking skills in EFL classrooms. Lectio: Journal of Language and Language Teaching, 1(1), 41–50.

Tabieh, A. A. S., Al-Hileh, M. M., Abu Afifa, H. M. J., & Abuzagha, H. Y. (2021). The Effect of Using Digital Storytelling on Developing Active Listening and Creative Thinking Skills. European Journal of Educational Research, 10(1), 13–21.

Vygotsky, L. (1978). Social Development Theory (L. Vygotsky).

Wyse, D., & Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers’ practices for teaching phonics and reading. Review of education, 10(1), e3314.




DOI: https://doi.org/10.31764/jmm.v8i6.26888

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Annas Solihin, Nurul Istiq'faroh, Heru Subrata

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

________________________________________________________________

JMM (Jurnal Masyarakat Mandiri) p-ISSN 2598-8158 & e-ISSN 2614-5758
Email: [email protected]

________________________________________________________________

JMM (Jurnal Masyarakat Mandiri) already indexing:

      

         

 

________________________________________________________________ 

JMM (Jurnal Masyarakat Mandiri) OFFICE: