Multitext Learning: Efforts to Improve Literacy Students in Indonesia

Abstract


 
 
 
 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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