Improve Literacy Skills Research Articles

Meningkatkan Kemampuan Keaksaraan Menggunakan Metode Teka-Teki Gambar Pada Anak Usia 5-6 Tahun Di PAUD Nusa Indah Kebon Jeruk Jakarta Barat

Improving Literacy Skills Using the Picture Puzzle Method in Children Aged 5-6 Years at PAUD Nusa Indah Kebon Jeruk West Jakarta". Thesis. Bekasi: Faculty of Education, Panca Sakti University, Bekasi, 2024. This study aims to improve the literacy skills of children aged 5-6 years using the picture puzzle method at PAUD Nusa Indah Kebon Jeruk West Jakarta. The research methodology used is classroom action research (CAR) which is carried out in 2 cycles, each cycle consisting of the planning, action, observation and reflection stages. Data collection in this study used observation sheets. From the results of this study, an increase was obtained in each cycle. In cycle I there was an increase of 60% or 6 children, in cycle II there was an increase of 80% or 8 children. So this study was successfully carried out to improve literacy skills using the picture puzzle method in children aged 5-6 years at PAUD Nusa Indah Kebon Jeruk West Jakarta.

Improving literacy skills using the serious game model compatible with brain-based learning

Improving literacy skills using the serious game model compatible with brain-based learning

The Effectiveness of Google Sites in Differentiated Instruction to Increase Students’ Learning Motivation and Reading Comprehension on English Narrative Texts

This research explores the impact of using Google Sites for Differentiated Instruction on the learning motivation and reading comprehension of Grade XI students at SMK Negeri 4 Banjarmasin. The study aims to enhance literacy by integrating digital media into English narrative text instruction. A quasi-experimental design was employed, with an experimental group using Google Sites and a control group using conventional methods. Data were collected through pre-tests and post-tests measuring reading comprehension and questionnaire to describe learning motivation. The Independent Sample T-Test, Mann Whitney Test and N-Gain, and Multivariate Analysis of Variance (MANOVA) were used for statistical analysis. The results indicated that the experimental group showed significant improvements in both learning motivation and reading comprehension compared to the control group. The use of Google Sites provided a personalized and engaging learning experience, contributing to these positive outcomes. In conclusion, integrating Google Sites into Differentiated Instruction effectively enhances students' motivation and reading comprehension. This approach addresses individual learning needs and leverages technology to create a more interactive educational environment. The study suggests broader implementation of digital tools in education to improve literacy skills and student engagement.

Literacy Practices of Indonesian College Students Participating in One Semester Off-Campus Program

Although there is a growing consensus in research that literacy practices can inform growth in literacy competence, there remains a dearth of studies explaining what and how Indonesian college students interact with texts in off-campus contexts. The objectives of this study are two folds: (1) to identify types of literacy practices carried out by Indonesian undergraduate students; and (2) to study the differences in use of the literacy practices between high rating and low rating students. As many as 200 Indonesian undergraduate students participated in this study. They were asked to complete an online questionnaire of literacy practices and a self-assessment. Principal Component Analysis were employed to analyze data for the first research question. T-test analysis was performed to answer the second research question. We found that there are 8 factors treated as posteriori categories of students’ literacy practices off campus, including professional-related literacy practices, academic-related literacy practices, knowledge-generating literacy practices, self-regulated literacy practices, leisure literacy practices, transactional literacy practices, and course-related literacy practices.. The t-test analysis showed that there are significant differences in use of literacy practices in the four first factors between high rating and low rating students. This is because high rating students typically engaged in reading and writing activities that support success of their college program. These findings indicate that determining effective interventions is pivotal to improve literacy skills of Indonesian college students that tap into their structure of literacy practices out of campus.

Effectiveness of Reading Interventions on Literacy Skills for Chinese Children with and Without Dyslexia: a Meta-analysis of Randomized Controlled Trials

This meta-analysis synthesizes 49 standardized mean-change differences between control and treatment groups as effect sizes from 28 independent studies, investigating the efficacy of existing reading interventions on literacy skills for Chinese children. Six potentially important moderators were considered in this study. These moderators included intervention outcome, intervention method, intervention timing, participant type, intervention form, and intervention implementer. Overall, the existing reading intervention significantly impacted Chinese children’s literacy achievement (g = 0.68). Different intervention methods showed somehow different effects on literacy outcomes. Specifically, fluency training (g = 1.78) appeared as the most effective intervention method with a large effect. Working memory training (g = 0.80), phonological training (g = 0.69), orthographic training (g = 0.70), and morphological training (g = 0.66) had significant and medium effects on improving literacy skills of Chinese children. In addition, reading intervention improved literacy skills of older children (g = 0.90) and younger children (g = 0.63) comparably. However, children with dyslexia (g = 0.87) seemed to benefit more than typically developing children (g = 0.49) from reading interventions. Reading interventions seemed to have a better effect on word spelling (g = 0.93) than word reading (g = 0.63). Interventions delivered in group (g = 0.78) seemed to be more effective than interventions delivered individually (g = 0.45). Children gained more from interventions administered by researchers (g = 0.85) or combined implementers (g = 1.11) than by parents (g = 0.27). These findings suggest that appropriate reading interventions are effective and essential for improving the literacy outcomes of Chinese children, but the efficacy might be different depending on the intervention methods, children’s literacy status, outcome measures, and intervention settings.

The Fostering of Multimodal Text Literacy in Elementary School Learning

Literacy is very important for learners, but national assessment results show that their literacy skills are still low. Therefore, multimodal text literacy has become the focus of the Indonesian government in recent years. The purpose of this study is to describe the planning and implementation of multimodal text literacy acculturation in primary schools. The research method used was descriptive qualitative with a phenomenological approach. Data collection techniques were observation, interview and documentation. The results of this study show that multimodal text literacy acculturation in primary schools is carried out by building a multimodal text-rich school environment which is a variation of the form of literacy activities in primary schools. The conclusion is that multimodal text literacy acculturation can be done with various forms of literacy activities. The results of this study provide strategic recommendations for primary schools in improving literacy skills.

21st Century Skills-Based Learning at Nahdlatul Ulama Higher Education (Case Study of Islamic Education Program (PAI) at UNISNU Jepara)

21st-century education demands a more innovative approach to prepare students for future challenges. This article explores the implementation of 21st-century skills-based learning in the Islamic Religious Education (PAI) Study Program at the Nahdlatul Ulama Islamic University (UNISNU) Jepara. This study uses qualitative methods to analyze how 21st-century skills are integrated into the PAI curriculum and their impact on student learning outcomes. Despite notable achievements in implementing 21st-century skills, the study findings identified significant weaknesses in critical thinking skills among female students at UNISNU Jepara. This study encourages educators to explore alternative methods to improve critical thinking skills, ensuring students can apply them efficiently in different academic contexts. In addition, students are expected to actively foster curiosity, collaborate with peers and lecturers, and improve literacy skills by exploring various sources of information. Collaborative efforts between educators and students are vital to creating an environment that supports the continuous improvement of critical thinking skills, reflecting a commitment to excellence in education and skills development. This article offers insights and recommendations for faith-based higher education institutions to integrate 21st-century skills effectively.

Peningkatan Kemampuan Literasi Pada Mata Pelajaran Bahasa Inggris Kelas V Melalui Metode SQ3R di SD Getas 2 Kaloran Temanggung

The purpose of this study was to improve literacy skills using the Survey, Question, Read, Recite, and Review (SQ3R) method in English subjects in grade V of SD Negeri 2 Getas Kaloran. The type of research used in this study is Classroom Action Research. This research used two cycles. Each cycle had two meetings. Each cycle consists of planning, action implementation, observation, and reflection.Based on data analysis, it can be concluded that the use of the SQ3R method can improve students' reading skills in English Education subjects in class V of SD Negeri 2 Getas Kaloran. The completeness of students' literacy skills in cycle I was 45% while in cycle II it was 90%. From this explanation, there was an increase in cycle I and cycle II of 45%. The application of English language learning by improving the literacy of fifth grade students of SDN 2 Getas Kaloran by using the SQ3R method can improve. Students can carry out the steps in the SQ3R method, namely surveying the contents of the reading text by paying attention to the reading title, making questions (Question), able to read the contents of the reading text as a whole (read), answer the questions they have compiled, find important things in the reading, find vocabulary that has not been understood by students (recite), retell the contents of the reading correctly and coherently and review the reading text with the teacher and between students (review).

Game-based Digital Media Development to Improve Early Children's Literacy

One aspect of early childhood development that is very important is the language aspect, including early literacy skills. To enhance this development component, media development—including digital-based media—is required. In light of this, the goal of this research is to create digital media that is based on games to enhance early childhood literacy. Assessment/Analysis, Design, Development, Implementation, and Evaluation are the five stages that make up the Lee and Owens paradigm. The kids in the study ranged in age from 4 to 5. Techniques for gathering data include documentation, interviews, and observation. Digital media is designed using the Android operating system. The results show that the N-Gain Score value is 0.77 and the N-Gain Score (%) is 77.00%. Thus, it shows that game-based digital media is effective in improving literacy skills in early childhood with an effectiveness value of 77.00% with very high level of effectiveness.

Unravelling Catch-Up Fridays: A Look through Novice Teachers’ Perspectives

Given the critical role of reading proficiency in learner success, the Department of Education’s (DepEd) Catch-Up Fridays program holds promise for improving literacy skills. Prioritizing this program at the school level is essential. However, a potential challenge lies in ensuring the preparedness of novice teachers, those new to the profession, to implement such initiatives effectively. This study aimed to understand the experiences of novice teachers in the first month of implementation of Catch-Up Fridays in the 1st District of Ilocos Sur. The participants of the study were five (5) teachers. They were selected based on the inclusion criteria: 1) 0-3 years in the service, 2) a DepEd employee, 3) a resident of Unit II (Bantay, Caoayan, Santa, San Vicente, Sta. Catalina, Sto. Domingo, and San Ildefonso), and 4) must be willing to participate in the study. This study utilized phenomenological research, applying the focus group discussion and semi-structured open-ended questions. Data collection involved verbatim transcription of participant responses. These transcripts were then systematically analyzed using the Moustakas framework. This analysis included listing, categorization, coding, and thematic identification. The findings indicated that novice teachers viewed their experiences of the first month of Catch-Up Fridays as a Symphony of Emotions-Frustrations to Aspirations with two sub-themes emerging, namely having mixed emotions and being optimistic in enhancing literacy skills. All the novice teacher participants went through a stressful, struggling, and confused phase caused by inadequate resources and lack of training. Amidst the challenges they faced during the first month of implementation of Catch-Up Fridays, they were optimistic for a better outcome because there was an improvement in learners’ literacy. Even though novice teachers typically display commendable optimism amid hard times, focused assistance can boost the effective execution of the program. To enhance the effectiveness of school-level Catch-up Fridays, administrators could provide these educators with comprehensive orientation sessions or seminar workshops. However, making available teaching aids will help to reduce anticipated stress, thereby guaranteeing smooth program implementation.

Menumbuhkan Minat Baca Siswa Melalui Pemanfaatan Pojok Baca Di Kelurahan Tomuan

This community service program aims to increase children's interest in reading in Tomuan Village, East Siantar District, Pematangsiantar City, through the establishment of a reading corner. This service uses methods that include preparation, implementation and evaluation. The results of the service show that the reading corner received a positive response from the community, with an increase in children's interest in reading, especially towards picture books and short stories. Children who were initially shy became more enthusiastic and began to explore the various books available. The reading corner is also a means of socialization, where children share stories and interact with each other. In conclusion, this program succeeded in creating a supportive reading environment, improving literacy skills, and forming reading habits from an early age. In this way, it is hoped that the reading corner can produce a generation that is intelligent, responsible and ready to face future challenges.

Leader support in relation to teacher self-efficacy, classroom emotional climate and students’ literacy skills in elementary school

ABSTRACT Research has been scarce when it comes to investigating associations between leader support, teacher self-efficacy (TSE,) and student outcomes. Thus, the objective of the present study was to investigate associations between leader support teacher self-efficacy (TSE), classroom emotional climate (CEC), and literacy skills. Two aspects of TSE were included; self-efficacy to discipline and motivate students. 5810 first graders from 300 classes participated, including their respective class teachers. Analysis was conducted by applying structural equation modeling. Leader support related positively to self-efficacy to discipline and motivate students. Moreover, self-efficacy to discipline and CEC were positively related, and CEC related positively to literacy skills. A significant indirect association was found between the discipline dimension of TSE and literacy skills through CEC. School managers should support employees to increase TSE, as a strong sense of TSE can contribute to a sound CEC and improve literacy skills among children in their early school years.

Peningkatan Keterampilan Literasi di Merauke: Program Baca-Tulis untuk Anak-Anak Pedesaan

This program aims to improve literacy skills in reading and writing among children in rural areas of Merauke, who still face disparities in access to quality education. Through a participatory approach, the program involves teachers, parents, and the local community in implementing literacy activities designed to foster reading interest and enhance children's writing abilities. Activities include providing relevant reading materials, training for teachers and volunteers, and interactive reading and writing sessions. Preliminary results show a significant improvement in children's literacy skills and increased community awareness of the importance of literacy education. This program is expected to serve as a sustainable model that can be replicated in other rural areas in Indonesia.

Use of Interactive Learning Technology in Improving Literacy Skills in Elementary Students

This research aims to obtain information regarding the role of using technology-based learning media in developing digital literacy for students, especially in the teaching and learning process in elementary schools. The literature study approach is the method used in the research carried out. Where this research comes from several journals that are relevant to the topic discussed within the scope of the role of technology-based learning media in digital literacy learning in elementary schools. The research results obtained are that the use of technology as a learning medium in the literacy learning process in elementary school has an effect on the learning paradigm which is able to increase motivation, learning outcomes and digital literacy in students.

Penggunaan Media Pembelajaran Interaktif Berbasis Wordwall Untuk Meningkatkan Kemampuan Literasi Di SMK Swasta Bersama Berastagi

Implementation of Community Activities (PkM) is a program carried out by FKIP students at HKBP Nommensen University, Medan. Program for implementing Wordwall-based interactive learning media to improve literacy skills at SMKS Bersama Berastagi. In the learning process, supporting media is needed to help implement the interactive teaching and learning process in the classroom. The media chosen is adapted to the situation and conditions existing in the school, therefore it is deemed appropriate to use Wordwall media to help facilitate the teaching and learning process in the classroom. Interactive learning is inviting students to involve thinking, seeing, hearing and skills at the same time, one of which is while writing. Wordwall is an alternative choice from various types of interactive learning media that can make the learning process fun and not boring for students and teachers. This application aims to be a fun learning resource, media and assessment tool for students. So the results of using wordwall-based interactive learning media increase literacy skills. In this way, students' literacy skills at Berastagi Private Vocational School can increase and by using wordwall learning media it can be made more interesting and varied. Then students' enthusiasm for learning will increase and it won't be boring.

Improving Literacy Skills and Memorisation of Short Verses in Early Childhood

Reading and understanding the Qur'an is obligatory for Muslims, for this reason, instilling a culture of reading and memorizing selected short surahs will be better if done as early as possible.The purpose of this study is to discuss literacy skills and mastery of memorizing short verses in early childhood.This research method uses a qualitative type through surveys and in-depth interviews via WaatsApp.The subjects of this research are teachers who teach and students who take early childhood education (PAUD). The results of this study include an overview of improving literacy skills and mastery of short verses in early childhood.This study concludes that the ability to memorize short verses in early childhood is very diverse, and mastery of short verses still needs guidance and must be improved literacy skills on short verses.The limitation in this study is that researchers have not been able to examine more deeply the literacy skills possessed by each early childhood.Therefore, researchers hope that future researchers can conduct research that aims to examine more deeply the ability of early childhood in understanding short verses.

The Effectiveness of Essay Writing Training Module in Improving Literacy Skills of High School Students

This research aims to determine the effectiveness and validity of essay writing training module in improving the literacy skills of high school students. The research design used in this study is the ADDIE development research model. This development research was conducted from 15th to 30th December 2023 at secondary School. The research subjects are the supervising teachers and students who are members of the KIR UPT SMAN 1 Bone. The research objects include: (1) the essay writing skills of the students, (2) the response of the supervising teachers of KIR UPT SMAN 1 Bone to the developed training module, and (3) the response of the students who are members of KIR UPT SMAN 1 Bone to the developed training module. The instruments used to collect information in this development research are observation sheets and questionnaires. Based on the data analysis, according to the percentage of assessment by KIR UPT SMAN 1 Bone members regarding the effectiveness of the essay writing training module, out of 25 KIR UPT SMAN 1 Bone members, 19 students stated that the module is very effective, five students stated that the module is effective, and one student stated that the module is sufficiently effective. The research results show that the effectiveness test results of the essay writing training module development indicate that 76% of the respondents consider the module to be very effective, 20% of the respondents consider the module to be effective, and 4% of the respondents consider the module to be moderately effective in improving the literacy writing skills of the students. The validity test results of the essay writing training module development by subject matter experts and media experts indicate that the designed module is highly valid for use in improving the literacy writing skills of the students.

Optimization Strategies for Literacy Teaching in the Lower Primary Language Segment under the Background of Core Literacy

Literacy and writing are the foundation of reading and writing, which is the teaching focus of the first school period and an important teaching content throughout the whole compulsory education stage. This paper mainly discusses the current situation of literacy teaching in elementary school language in the context of core literacy, identifies the problems in literacy teaching, and proposes strategies to optimize literacy teaching in combination with the Compulsory Education Language Curriculum Standards (2022 Edition), to stimulate students' interest in literacy, improve literacy skills, and develop students' core literacy.

Studi Literatur: Strategi Reading Habit Sebagai Upaya Optimalisasi Literasi

This research study aims to determine the strategy of implementing "Reading Habit" in improving literacy skills in Madrasah Ibtidaiyah students seen from the role of parents and teachers, as well as the relationship between the application of "Reading Habit" to literacy skills in Madrasah Ibtidayah Students. The method taken uses a literature study approach, with reference to previous research relevant to the strategy of implementing reading habit programs in improving literacy skills in students. This research shows that education in today's era, the interest needed in students in supporting education is the interest in reading. Reading activities will affect insight into knowledge and literacy skills in students. But in fact, Indonesian students are less fond of reading, and cause Indonesia to be low in the reading category compared to other countries. So it needs to be applied to elementary school and Madrasah Ibtidaiyah students related to the reading habit program. The strategy in implementing this habituation can be assisted through the role of parents and teachers, so that the benefits of realizing the application of this reading habituation can improve reading skills by thinking critically in understanding problems, as well as literacy skills in elementary school and madrasah ibtidaiyah students

Derivational Morphology Training in French-Speaking, 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does it Improve Morphological Awaraness, Reading and Spelling Outcome Measures?

Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading (speed and accuracy), and spelling. Our pre-posttest design included a group trained in derivational morphology and a group of children who continued their business-as-usual rehabilitation program with their speech-language therapist. Results showed effects on morphological awareness and on the spelling of complex words, with a large between-group effect size for trained items and a large to moderate effect size for untrained items. All these gains tended to be maintained over time on the delayed posttest, 2 months later. For reading, the results were more contrasted, with large between-group effect sizes for accuracy and speed for trained items, reducing to a small effect for accuracy on the delayed posttest. For untrained items, small effects were observed on accuracy (at both posttests) but not on speed. These results are very promising and argue in favor of using derivational morphology as a medium to improve literacy skills in French-speaking children and adolescents with DD.