Indonesian Students’ Reading Literacy

Wijayanti, Sri Hapsari

doi:10.2991/icracos-19.2020.13

Cited by 29 publications

(32 citation statements)

References 7 publications

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“…Readers can grow their critical thinking through different reading processes, along with interpretation, inference, and text-based insights. However, the data obtained from previous research indicated that Indonesian college students still lack reading literacy for several reasons, such as laziness, insufficient time, poor reading habit, lack of vocabulary and background knowledge, and the use of ineffective reading strategies (Velayati, Muslem, Fitriani, & Samad, 2017;Wijayanti, 2020). Therefore, this current study explored critical reading's role to foster the critical thinking and reading comprehension of Indonesian undergraduate students majoring in Social and Political Sciences.…”

Section: Introductionmentioning

confidence: 95%

The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension

Arifin

2020

JPP

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Developing students' critical thinking and reading comprehension is crucial, particularly for those in colleges, because they need to read numerous scientific journals and textbooks written in English. Therefore, students need to employ critical reading strategies to raise their critical thinking skills for a successful academic life. However, current studies have shown a lack of critical thinking strategies among Indonesian students, thereby leading to various academic problems, particularly the inability to comprehend English. Therefore, this research aims to explore critical reading's role to support students' critical thinking and reading comprehension skills when reading a text. This is a qualitative research with the purposive random technique used to obtain data from seven (7) EFL non-English major undergraduate students in their 2nd semester through three (3) short argumentative texts, a semi-structured interview, and students' answers in written forms. The results showed that students developed their critical thinking skills and improved their reading comprehension in varying degrees by exposure to numerous tasks.

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Section: Introductionmentioning

confidence: 95%

The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension

Arifin

2020

JPP

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“…They read only one book for the last two months and spent more time with gadgets than reading. The study concluded that Indonesian students' reading literacy was still unsatisfactory [5].…”

Section: Introductionmentioning

confidence: 98%

“…The more they read, the better their academic achievement and understanding of their reading and writing [9], [10]. Furthermore, literacy is a crucial factor influencing intellectual and emotional development [11], [12] and for a better quality of future human resources [5]. Thus, it is crucial to develop literacy from an early age, which is not only for improving academic achievement but also, more importantly, for intellectual and emotional development to develop a better quality of human resources.…”

Section: Introductionmentioning

confidence: 99%

Printed and Digital Dictionary for Multilingual Literacy Development: A Needs Analysis

Ratminingsih¹,

Agustini²,

Budasi³

et al. 2021

Advances in Social Science, Education and Humanities Research

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This study aimed to describe the needs analysis of the printed and digital dictionary as one of the necessary resources for developing multilingual literacy in primary education. The study applied mixed-method research with a sequential embedded design. In this study, 27 teachers and 656 students from 9 public primary schools of 9 sub-districts of Buleleng regency were involved. The questionnaires and interviews proved that both teachers and students found it necessary to master vocabulary to develop literacy. They also agreed on the importance of multilingual dictionaries, printed and digital, provided with colorful pictures to help students to learn easier. Digital dictionaries were considered more flexible, not torn, and lost. However, the observation of the libraries and teacher rooms proved that the facilities and resources are lacking in most schools. Even there were no multilingual dictionaries in English, Indonesian, and Balinese. Hence, it is recommended for further research to develop the required dictionaries. Next, teachers and students need to regularly use the dictionaries in their teaching and learning process to develop students' multilingual literacy.

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“…Experts agree that reading literacy is a condition sine quanon (absolute prerequisite) for every human being who wants to make progress (Tahmidaten & Krismanto, 2020). Even reading is still the main indicator of the literacy index, including in Indonesia (Wijayanti, 2020).…”

Section: Introductionmentioning

confidence: 99%

Multitext Learning: Efforts to Improve Literacy Students in Indonesia

Darmiyanti

Taufik

2021

ijolib

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Problem Statement: Development of literacy lists reading as the main literacy skill in the 21st century. Although society in general especially students are no longer illiterate, reading interest and reading literacy skills in Indonesia, based on PISA, OCED, and UNESCO, are still relatively low in terms of multi text study. For this reason, multi text-based learning is needed for improving the students’ literacy. Purpose: This study aims to describe how multi-text learning is taught to students to increase their interest in reading and literacy. Method: This research uses a qualitative research with literature study method. Data sources of this research are reference books and scientific journal articles that have relevance to the research. Results: Multi-literacy learning or also known as multiliteracy is one of the learning designs used in the context of 2013 curriculum. This concept is designed to meet the skills needed in the 21st century. Multiliteracy learning is created to connect 4 multiliteracy skills (reading, writing, spoken language, and, using IT). The stages of multi-text literacy learning cycle are as follows: 1) involving: 2) responding; 3) elaborating; 4) reviewing; 5) presenting. Conclusion: Multitext learning is still barely taught to students in Indonesia. Only 30% of students have multitext reading knowledge and skills. In fact, multitext learning can be used as an alternative solution to increase reading ability and interest. Multi-text learning needs to be supported by teacher's skills namely creating interesting and adequate multitext materials and ensuring decent reading sources according to its age of reader, as well as for parents, they have to be able to advise their children to choose multitext as the reading sources. Keywords: Literacy; Multitext Learning; Reading Abstrak Latar Belakang: Perkembangan literasi masih menempatkan membaca sebagai keterampilan utama litrasi sebagai keteramplan abad 21. Kendati para pelajar dan masyarakat pada umumnya sudah tidak lagi buta aksara, namun minat membaca dan kemampuan literasi membaca di Indonesia berdasarkan PISA, OCED, dan UNESCO masih terbilang rendah terutama jika dihadapkan pada kajian multiteks. Untu itu diperlukan pembelajaran berbasis multiteks bagi para siswa untuk meningkatkan kualitas literasi. Tujuan: Penelitian ini bertujuan mendeskripsikan bagaimana pembelajaran multiteks diajarkan kepada siswa sehingga mampu meningkatkan minat baca dan literasi siswa. Metode: Penelitian ini merupakan penelitian kualitatif dengan metode studi pustaka . Sumber data penelitian berupa buku-buku referensi dan artikel-artikel jurnal ilmiah yang memiliki relevansi dengan penelitian. Hasil: Pembelajaran mutiteks atau dikenal juga dengan multiliterasi merupakan salah satu desain pembelajaran yang digunakan dalam konteks kurikulum 2013. Konsep ini dirancang untuk menjawab kebutuhan keterampilan yang diperlukan di abad 21. Pembelajaran multiliterasi didesain untuk mampu menghubungkan 4 keterampilan multiliterasi (membaca, menulis, berbahasa lisan, dan ber-IT). Tahapan siklus pembelajaran literasi dengan multiteks antara lain: 1) melibatkan; 2)merespon; 3) elaborasi; 4) meninjau ulang; 5) mempresentasikan. Kesimpulan: Pembelajaran multiteks masih sangat minim diajarkan kepada para siswa di Indonesia. Hanya 30% siswa yang memiliki pengtahuan dan keterampilan membaca multiteks. Pembelajaran multiteks dapat dijadikan solusi alternatif menumbuhkan kemampuan dan minat baca. Pembelajaran multiteks ini perlu ditunjang oleh kemahiran guru dalam membuat multiteks yang menarik dan bermutu, keterjaminan sumber bacaan yang berkualitas dan sesuai dengan usia pembaca, serta peran orang tua yang harus mampu mengarahkan anak-anak memilih sumber bacaan sebagai multiteks Keywords: Literasi; Pembelajaran Multiteks; Membaca

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Indonesian Students’ Reading Literacy

Cited by 29 publications

References 7 publications

The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension

The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension

Printed and Digital Dictionary for Multilingual Literacy Development: A Needs Analysis

Multitext Learning: Efforts to Improve Literacy Students in Indonesia

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