E-literary Texts: Reading Materials for School Literacy Movement

Setiyadi, Dwi Bambang Putut

doi:10.18502/kss.v3i9.2716

Cited by 11 publications

(11 citation statements)

References 10 publications

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“…Short stories are the best material in teaching [23]. However, schools also use e-literary texts as a material for this program by providing the material needed [24]. On this basis, the school created a program to add 1,000 books to support this literacy movement at Al Mujahidin Muhammadiyah Middle School.…”

Section: Development Of School Literacy Movementsmentioning

confidence: 99%

Literation movement for leading schools: Best practice and leadership power

Nuryana

Suroyo

Nurcahyati³

et al. 2020

IJERE

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The school literacy movement is the first step of scientific development, aimed at enhancing science education. It has an important role in encouraging every citizen to have basic knowledge of the nature of science through active participation. This study aims to analyze the implementation of the School Literacy Movement program designated by the Ministry of Education and Culture due to the poor reading interest Indonesia students from several international surveys. The study was conducted at Al Mujahidin Muhammadiyah Middle School in Yogyakarta, using the qualitative method of data collection. The results show that the school literacy program is not only specific for reading and writing but for also other academics as activities such as numerals, science, digitalization, finance, culture, and citizenship. In conclusion, the implementation of a structured and systematic program positive impacts on the growth of literacy achievement for all school members from students, teachers, down to employees in Indonesia.

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Section: Development Of School Literacy Movementsmentioning

confidence: 99%

Literation movement for leading schools: Best practice and leadership power

Nuryana

Suroyo

Nurcahyati³

et al. 2020

IJERE

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“…The reading activity for elementary school students equals is expected to become the habit of students (Zasacka, 2017). This habit will encourage students' curiosity about each of their reading material (Saito et al, 2015;Setiyadi, 2018). Reading for approximately fifteen minutes with a variety of methods is believed to arouse the students' enthusiasm and memory capacity (Lastiningsih et al, 2017;Shipstead, Lindsey, Marshall, & Engle, 2014).…”

Section: Literacy Movement Achievementsmentioning

confidence: 99%

“…Reading habit is expected to be able to initiate students to produce productive work (Setiyadi, 2018;Tsuneyoshi, 2012). Students' productive work includes summaries of results from the reading material.…”

Section: Literacy Movement Achievementsmentioning

confidence: 99%

“…The results of the study have sufficiently provided an idea of the literacy position of Indonesian students in global competition. 2016; Setiyadi, 2018), to college (Kurniawan, 2016). Furthermore, these efforts are carried out in synergy not only in the realm of formal education in schools (Antoro, 2017) but also in the non-formal realm carried out by the community independently (Herdiansah & Randi, 2016;Hou, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Characteristics of Literacy Management in School Literacy Movement (SLM) at Junior High School in Malang - Indonesia

Pantiwati¹,

Hardian²,

Kusniarti³

et al. 2020

ASS

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This study aims to evaluate the implementation of the school literacy movement (SLM) program in junior high schools in Malang, East Java, Indonesia. The evaluation includes three stages of SLM: the stage of habituation, development, and learning. This study was an evaluative study using the CIPP model (context, input, process, and product) and used a qualitative descriptive approach. The sample unit consisted of 12 schools, with a category of nine public schools and three private schools. The schools were selected using a purposive random sampling technique. The research sample consisted of teachers, principals, and education personnel. Methods of data collection through observation, interviews, and examination of program implementation documents. Data analysis uses the Miles and Huberman model which consists of data reduction, data display, and conclusion drawing, while the formulation of strategic steps uses the calculation of internal strategic factors (IFAS) and external strategic factors (EFAS). The results showed that the implementation of new literacy at the habituation and development stage had not yet reached the learning stage. However, IFAS and EFAS values are 3.34 and 3.39, respectively. These results indicate that the development of the literacy program still has many weaknesses (<5.00) and needs intensive efforts in order to increase student literacy.

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“…This contradictsSlovaček et al (2017) who suggested that teachers need to use creative method or technique to teach literacy.All teachers encouraged their students to use other reading sources, from internet, video and others, for their learning activities. The learning sources for literacy activity can be obtained from various sources, not only buying the books or any other texts or borrowing them from library, but also accessing to internet(Setiyadi, 2017) [7]. Thisrequires the teachers to integrate the technology use (Alvermann & Hagood, 2000; Hutchison & Reinking, 2011; Leu et al, 2012 in Pitcher & Mackey, 2013).…”

mentioning

confidence: 99%

The Praxis of Literacy Movement in Indonesian Context

Mayuni

Leiliyanti

Agustina

et al. 2020

KSS

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Indonesia faces challenges in improving its literacy rank. In 2011, the literacy level of Indonesian fourth graders were in the 45th rank (with score 428 under 500) from 48 countries in PIRLS. In 2015 PISA’s report the fifteen-year-old Indonesian Junior High School students, occupied the 64th rank of 72 countries with score 396 under 496. To overcome this problem, the Indonesian Ministry of Education and Culture issued its Ministerial Regulation no. 23/2015 pertaining the students’ character building. This constitutes the basis of school-based literacy movement (Gerakan Literasi Sekolah). This study explores the praxis of literacy movement at one school (has implemented GLS since 2016) located in the condensed slum area of North Jakarta. Stratified purposeful sampling was deployed to select the research participants, i.e. 290 students and 20 teachers. The data were obtained from questionnaires and interviews. The result showed that not all teachers read the literacy guidelines determined by the government and their reading habit had not met the ideal number. Both teachers and students have different perception regarding to the time and frequency of schoolbased literacy activity. The fifteen minutes reading activity and reading strategies taught by the teachers were not varied. The teachers merely supervised the students while conducting the literacy activity. The students read the books they brought from home. The school-based literacy program gained the students’ literacy competence in understanding level (understand the content of the book they read) and built students’ character such as tolerance, teamwork skills, perseverance, responsibility, confidence, independence, politeness, and composure. Keywords: literacy movement, reading literacy, literacy competence, 15-minutereading activity

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E-literary Texts: Reading Materials for School Literacy Movement

Cited by 11 publications

References 10 publications

Literation movement for leading schools: Best practice and leadership power

Literation movement for leading schools: Best practice and leadership power

The Characteristics of Literacy Management in School Literacy Movement (SLM) at Junior High School in Malang - Indonesia

The Praxis of Literacy Movement in Indonesian Context

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