Abstract

English literacy education plays a key role in establishing literate societies in the 21st century. Having teachers and librarians as professional educators and educational personnel working together, with the provision of relevant literacy facilities, helps achieve this goal. This study applies the Partnership with Librarians Strategy (PLS) by using an equivalent time-samples design to promote students’ English literacy skills. Forty-five seventh, eighth, and ninth graders were randomly selected as the population for this study. Their literacy achievements were measured by using listening, reading, writing, and speaking tests before and after the teaching and learning process. The students’ learning was also monitored using formative tests during the intervention. The results showed that the students’ English skills improved significantly. The improvement is hypothesised to be influenced by the use of PLS as it is also statistically proven by the contribution of each literacy skill to students’ English literacy total achievement, i.e., reading (63.6%), writing (22.9%), speaking (9.2%), and listening (4.3%). It is concluded that PLS makes a significant difference in English literacy learning and therefore deserves to be implemented in any English class coupled with an assessment strategy based on further classroom research to determine its potential effect.

Highlights

  • The governments of South East Asian countries have a consensus to create a free market which is called the ASEAN Economic Community (AEC)

  • The sample was selected by using stratified random sampling by categorising the students who were taught for only 2x45 minutes a week by the same English teacher in each grade of their regular class for into three groups based on their reading achievement, namely below average, average, and above average. 2.1 How did Partnership with Librarians (PLS) Operate in this Study? This present study is a follow up study under Diem’s project on students’ specific comprehension skills in English

  • The ELA Total is still at an average level, where 18% are at an above average level, 80% are at an average level, and 2% are still at a below average level (See Table 1)

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Summary

Introduction

The governments of South East Asian countries have a consensus to create a free market which is called the ASEAN Economic Community (AEC). English teachers need to have effective communication and collaboration with librarians to find appropriate learning materials for students and facilitate their willingness to read books and use other literacy facilities in the library, increasing both their receptive and productive skills. Librarians require knowledge about the curriculum to assist teachers prepare complementary resources related to the appropriate learning materials for students and establish their willingness to read books and use other literacy facilities in the library, increasing both their receptive and productive skills. Librarians need teaching skills to help them discuss what method is appropriate to use during the teaching and learning process in the library Having these proficiencies would make the librarians good partners to teachers while providing access to available learning resources and promoting students learning. Based on the discrepancy between theories and the facts above, this study is primarily aimed at demonstrating that having a partnership with librarians as a strategy to increase students’ English literacy skills is needed, to find out (1) the effectiveness of PLS on students’ total English literacy achievement (ELA Total), and/or each English skill, including listening, reading, writing, and/or speaking; and (2) to what extent did each skill influence students’ ELA Total after they were taught using the strategy

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