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This study focuses on the use of Partnership Comprehensive Literacy (PCL) as a reading strategy to support reading in science and to explore the level of students’ Scientific argument. Partnership Comprehensive Literacy consist of 4 components that address the topic of the reading activity: the statements of the content, what I think, what the texts say, and evidence of the text. This study uses a mix method to identify and improve students’ scientific argumentation skills. The instrument used is a set of questions about electricity and magnetism. In addition, the argument level rubric instrument that contains argument components is used to analyse the level of students’ scientific arguments. The participants of this study were 40 college students consisting of 25 females and 15 males in the department of physics education taking a course in the fundamental of physics. The findings revealed that the students’ level argument was dominated by the use of Claim-Reasoning-Evidence (CRE). In addition, students evaluated that the use of PCL in reading activity as being challenging but an interesting process because they have to find the evidence in the texts to support their statements of what I think.

This study aims to investigate the interaction between problem solving skills in mathematical words and reading comprehension. The method used is correlational by linking reading comprehension competence and ability to solve mathematical word problems. Participants were 300 children aged 9-10 (Grades 3 and 4) taken from 3 school clusters of low, medium and high categories from various aspects. Reading comprehension skills in text and children’s mathematical word problem solving performance are tested. The results showed that the ability to read comprehension had a very strong relationship with the ability to solve mathematical word problems. The ability to understand the relationship between words and words in a sentence that contains problems is crucial for students to solve mathematical word problems. The school cluster chosen also influences the level of children’s mathematical word problem solving ability and reading comprehension skills. From the results of this study, researcher recommend teaching reading and counting in elementary schools be carried out in an integrated manner.

The purpose of this study is to see the role of using multimodal texts based on Indonesian local cultural content to improve the literacy skills of BIPA (Indonesian for Foreign Speakers) learners. The focus of literacy skills in this study is the learner's ability to communicate using the communication culture of Indonesian society as a result of understanding multimodal texts. The method used in this study is a single subject experimental research method (single subject method) with research design A-B-A. The single-subject experimental research method was taken because limited participants could not be divided into control and experimental classes (Cresswell, 2013; Fraenkel, Wallen, Hyun, 2015). The instrument used was multimodal text with the theme of communication culture, observation sheets, and communication skills assessment sheets in applying the understanding of communication culture from multimodal texts. The data collection method is done through authentic assessment and direct observation. Participants in this study were four BIPA learners from various professions, namely students, employees, entrepreneurs, and housewives. Data analysis was carried out by looking at the literacy competence of the subject in each condition. The research data is in the form of literacy skills, namely multimodal text interpretation to communicate. The results showed that they could develop their literacy skills including how to communicate, behaviours and communication gestures shown by foreign students. In single subject research, the data used to determine the conclusion of multimodal texts that have a significant or not role in literacy skills is overlap data.

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