Reading Literacy Skills Research Articles

Contribution to Self-efficacy and Time-management to Enhance Reading Literacy

Reading is a basic knowledge and provides for competitiveness in this globalization and technology era, however, it is challenging for middle school students who are still in the identity crisis phase. This study aims to describe self-efficacy, time management, and reading literacy skills, and also analyze the contribution of self-efficacy and time management towards reading literacy skills of the Indonesian language in middle school students. The research method used a correlational relationship. A total of 372 middle school students participated in the research. The sample was gathered using probability sampling, which was a cluster random sampling technique. Data were collected using a self-efficacy scale, time-management scale, and reading literacy evaluation scores. Then, they were analyzed using multiple linear regression, after the assumption test. Results found that self-efficacy and time management separately aren’t significantly related to reading literacy skills, yet together they significantly contribute to reading literacy skills in the Indonesian language among middle school students. Self-efficacy contributed to 9.1% and time management contributed 8.6% to reading literacy skills. The proposed regression model is adequate for predicting the reading literacy variable. Keywords: reading literacy, self-efficacy, time management

Comparison of item characteristic analysis models of reading literacy test with polytomous Item Response Theory

This study aims to compare the analysis model of the characteristics of reading literacy items with the polytomous item response theory, which uses the Graded Response Model (GRM), Partial Credit Model (PCM), Generalized Partial Credit Model (GPCM), and Nominal Reasons Model (NRM). This research is quantitative research in nature, and secondary data were used from about 1000 test takers’ responses to reading literacy items in the 2018 reading literacy study analyzed with the R program. This model comparison was carried out so that the analysis results obtained were more accurate in representing the level of reading literacy skills in Indonesia. The results show that the GPCM model is the fit model with an AIC value of 23753.89 and a BIC value of 24042.45, and the number of suitable testlets is 7 out of a total of 7 testlets. Based on the relationship between information function scores and SEM, reading literacy items provide higher information when participants’ abilities range between -2.3 and +2.

Development of Student Worksheets (LKPD) Based on Socio-Scientific Issue (SSI) on Flat Form Topics to Improve Reading Literacy and Numeration Skills

This study explores the development and effectiveness of student worksheets (LKPD) based on Socio Scientific Issues (SSI) to enhance reading literacy and numeracy skills among fifth-grade students. Conducted at SDN Jabontegal, SDN Lebaksono, and SD Islam Nahrul Ulum, the research identifies the challenges faced by students in implementing independent learning policies and the inadequacy of existing teaching materials in improving literacy and numeracy. The LKPD was designed to integrate reading and numeracy skills through contextual issues related to the students’ environment, such as historical events and objects in Mojokerto. Validity and reliability tests, involving expert validators in material, language, and media, confirmed the LKPD’s high validity and reliability, with scores of 86%, 83%, and 90%, respectively. The effectiveness of the LKPD was demonstrated through significant improvements in students’ literacy and numeracy skills, as evidenced by N-Gain scores of 0.82 in the experimental class, compared to 0.65 and 0.47 in control classes. Student and teacher responses indicated high levels of agreement on the practicality and readability of the LKPD, with percentages ranging from 72% to 100%. These findings suggest that the SSI-based LKPD is a practical and effective tool for enhancing literacy and numeracy skills in primary education. Keywords: Socio Scientific Issues, Literacy, Numeracy, Student Worksheets, Primary Education, Teaching Materials

Pemanfaatan Game Edukasi untuk Meningkatkan Kemampuan Literasi Peserta Didik SD N 2 Ponjen

Reading literacy skills are really needed by students along with the rapid development of information and technology. Improving elementary school students' literacy is very important because literacy is a basic skill needed to succeed in education and everyday life. The literacy problem of elementary school students in Purbalingga is caused by various factors, including students who are less motivated to read and write, so they face difficulties in improving their literacy skills, in addition to being caused by a lack of interest in the available reading materials. Educational games (Educational Games) can be an effective tool for improving elementary school students' literacy skills. Educational games can provide various benefits in developing literacy skills. The solution that will be implemented to solve partner problems is carrying out learning activities by utilizing educational games (Educational Games) to improve the literacy skills of students at SD Negeri 2 Ponjen. As a result of this activity, participants had high enthusiasm, apart from that it had increased literacy through educational games. This activity succeeded in increasing participants' interest in reading and writing skills

MyPlate Food Model and Family Grocery Shopping with Second and Third Graders are Significant Interventions for the Development of Interactive Health Literacy Skills

A school-based nutrition education intervention was implemented with second and third graders who used their functional health literacy skills of reading, writing, and speaking to learn about the MyPlate food model from the United States Department of Agriculture. The pretest-posttest intervention determined if children had ever seen the MyPlate food picture and if children participated in grocery shopping and meal making events with their family at home. Interactive health literacy accounted for the conversations that children had with their teachers about food and nutrition when learning about the MyPlate food model and when preparing three recipes over three days in the school classroom. Interactive health literacy strategies also included children’s ability to interact and learn about the MyPlate food model as a valid and reliable print and electronic material associated with meal planning. Implications and guidelines for teachers and parents are discussed for advancing the need for and understanding of functional and interactive health literacy for elementary children in the United States.

Enhancing English Reading Literacy Skill for Javanese Native Speakers: The Predictive Role of Conceptual Scored Vocabulary in Voyager Passport Method

English reading literacy skills play a crucial role in the academic and professional success of individuals, including Javanese native speakers. This study aims to examine the predictive role of Conceptual Scored Vocabulary in the Voyager Passport Method for enhancing English reading literacy skills among Javanese native speakers. This research is classified as experimental research, with a sample of seventh grade students. The present study employed a quasi-experimental design with random sampling as the sampling method, utilizing two groups pre-post-test. The data collection design employs pre and post-tests administered to both the control and experimental groups. Finally, the collected data was subjected to quantitative analysis using SPSS software. This research result is concluded that Voyager Passport Method can enhance the English reading literacy skill of Javanese Natives Speakers. The findings suggest that the Voyager Passport Method can be an effective instructional approach tailored to the specific needs of Javanese native speakers.

Model Pembelajaran Discovery Learning dengan Pendekatan CRT untuk Meningkatkan Kemampuan Berpikir Kritis dan Literasi Membaca

Preliminary research obtained data that there were fifth grade elementary school students who had levels of critical thinking and reading literacy in the low category. These two abilities are very important for students' academic development, so they need to be improved. The aims of this research are: 1) improve critical thinking skills; 2) improve reading literacy skills; 3) know the value of increasing critical thinking skills, and; 4) know the value of increasing reading literacy skills. The research uses the classroom action research (PTK) method with the Stringer model. The research was carried out over two cycles through 3 stages, namely look, think, and act. The number of samples in cycles I and II was 26 children. Data collection techniques were carried out using tests and non-tests, while the instruments were in the form of questions and questionnaires. The research resulted in: 1) students' critical thinking skills and reading literacy increasing; 2) Critical thinking skills in cycle I had an average of 68 or in the medium category and the average in cycle II was 75 or in the high category; 3) Reading literacy skills in cycles I and II each have an average of 70 in the medium category and 78 in the high category; 4) students' critical thinking skills reach a minimum of 54% in the high category; 4) students' reading literacy skills reach a minimum of 65% in the high category. These data have reached indicators of research success, thus confirming that the discovery learning model with the CRT approach is able to improve critical thinking skills and reading literacy.

KETERAMPILAN MEMBACA PEMAHAMAN MATERI RAGAM TEKS BERBASIS HOTS DI SD: STUDI LITERATUR

This research aims to examine the very low reading comprehension skills in Indonesia. It can be seen that the position of students' reading literacy skills in Indonesia from the results of several PIRLS surveys in 2006, IEA 2011, and PISA in 2018 can be categorized as very worrying. This international research assessment standard refers to advanced reading (comprehension) or what is often called HOTS (High Order Thinking Skills). The purpose of this article is to provide information regarding Indonesian students' ability to read comprehension with HOTS-based text variation material in Indonesian language learning, both regarding various problems that result in low reading comprehension skills and how to improve reading comprehension skills in elementary schools. This research uses qualitative research methods by studying literature or literature studies using several sources of written literature, data, and book references and other scientific journal articles. The results of the research show that reading comprehension problems are caused by incorrect comprehension orientation regarding advanced reading levels and lack of variety in learning to read questions in elementary schools so that reading comprehension skills are very low.

Upaya Peningkatan Kemampuan Literasi melalui Buku Cerita Bergambar Berbasis Kearifan Lokal untuk Siswa Kelas II SD

Purpose – This research aims to determine the characteristics, validity, practicality, and effectiveness of illustrated children's story books based on local wisdom to improve the basic literacy skills of reading and writing in class II elementary school students.Method – This type of research is development (Research and Development). The data collected is in the form of validity, practicality, and effectiveness data. The research instruments used include questionnaires and tests. Validation sheets are used to collect data about the validity of the book. Response questionnaires are used to collect data about teacher responses to measure the practicality of books, Question Instruments are used to collect data about students' reading and writing skills to measure the effectiveness of books. Data was analyzed quantitatively descriptively.Findings – The results of this research show that the product developed is categorized as very valid both in terms of content, graphics, presentation, and language, this is proven by a CV value of 1. The product in the form of the story book "Ready Selem" is categorized as practical. In general, the practicality value of the interest aspect received a score of 24.8 which was categorized as very good, the material presentation aspect received a score of 24.4 which was categorized as very good, and the language aspect received a score of 24.5 which was categorized as very good. In general, the average practicality score is 24.5 in the very practical category. Research Implications – The story book product "Ready Selem" is categorized as effective. This can be seen from the increase in the score obtained before being given the picture story book media compared to after being given the picture story book to class II students at SD Negeri 1 Jatiluwih, with a significant value.

Utilization of Twitter as an Educational Tool to Improve Reading Literacy in Indonesian Language Students

Digital power and lack of access to relevant literature. Twitter, as one of the most popular applications in the era of digital culture, can be used as an educational tool to increase the reading literacy of Indonesian language study program students. The integration of Twitter in the learning of Indonesian language study program students can facilitate access to information, increase creativity, develop reading literacy skills, expand social networks, and encourage student participation. The library research method is used to analyze secondary data from published research articles. The research question raised was, "How can the use of Twitter as an educational tool increase reading literacy among Indonesian language study program students in the era of digital culture?" The findings show that the integration of social media, especially through Twitter, can make a positive contribution to Indonesian language learning by utilizing its features to facilitate access to information, increase creativity, develop reading literacy skills, expand social networks, and encourage student participation. Overall, the use of Twitter in Indonesian language learning promises to significantly increase student reading literacy while building engagement, motivation and a strong learning community.

Breaking Barriers: Empowering Visual Impaired Students with Audio-Assisted Balinese Script Relief Media for Enhanced Literacy at A Special Public School

The difficulties faced by teachers at a Special Public School in teaching Balinese script literacy to visually impaired children have resulted in low literacy skills in Balinese script among these students. In order to maximize Balinese script learning, appropriate learning media tailored to the characteristics of visually impaired children are necessary. This study aims to determine the design, feasibility, and effectiveness of the Relief Balinese Script Media (Reaksi) assisted by audio to improve the Balinese script literacy of visually impaired students at a Special Public School. The study utilizes the ADDIE development model with a quantitative research design. Data collection methods include written tests assessing Balinese script writing. The subjects of this study are 12 visually impaired students. The results of this development study are as follows: (1) the design of the audio media achieved a score of 93.15%, qualifying as excellent; (2) the Reaksi media was deemed feasible, scoring 91.44% and qualifying as excellent; (3) the obtained t-value was 77.97, while the t-table value at a significance level of 5% was 2.101. These results indicate that the t-value is greater than the t-table value, thus rejecting H0 and accepting H1. Therefore, it can be concluded that the Relief Balinese Script Media (Reaksi) assisted by audio is effectively applied to improve the Balinese script literacy of visually impaired students at a Special Public School. This audio-assisted Relief Balinese Script Media (Reaksi) helps visually impaired students recognize the actual forms of Balinese script, thereby enhancing the literacy skills of Balinese script reading and writing among visually impaired students.

SMOG (Simple Measure of Goobledygook) Readibility Index in Selecting Reading Materials and Reading Literacy Skills of Primary School Student

Reading materials for elementary school students generally do not have readability in accordance with the measurement results so that the literacy level of students is low, as shown by the survey results from the United Nations Educational, Scientific and Cultural Organization which noted that the literacy level of Indonesian society was only 0.001 percent. Therefore, it is necessary to measure readability so that the material in books used in learning is in accordance with the age level of readers and can be understood by students. With these conditions, this study aims to overcome the problem of reading materials in elementary schools that are not in accordance with their readability so that they do not support efforts to develop reading literacy. Reading materials in elementary schools need to be measured through a readability measurement in order to know the suitability of readability with the age of the reader. One of the formulas that can be used to measure readability is the SMOG formula (Simple Measure of Goobledygook), this formula is simpler because it does not use graphs only considers the number of sentences and difficult words. This research uses quantitative methods in the process of measuring and collecting data. The research instruments used text readability measurement, text comprehension instrument questionnaire, literacy measurement and student reading habit questionnaire. Based on the results of the linear regression test, there is a relationship between the results of the readability measurement and the results of the student comprehension measurement of 0.688. The positive correlation shows that the higher the score value of the readability measurement results, the lower the students' understanding of the reading. The results show that reading books used in elementary schools have a high readability index value, so that it can reduce students' understanding of reading materials used in learning.

Implementasi Media Big Book dalam Meningkatkan Literasi Membaca Siswa Sekolah Dasar

The aim of this research is to hone the reading literacy skills of third grade students at Al-Azhar Muhammadiyah Simabur Islamic Elementary School using big book media. It is hoped that in the future, students will not only read but will be able to derive meaning from the reading material they read. Therefore, it is necessary to arouse students' interest in reading first.Classroom Action Research (CAR) is a research method carried out, there are four PTK steps applied in this research, namely, planning, implementation, observation and reflection. Then the research instruments applied in this research were observation, tests and interviews. Moving on to the data analysis applied in this research, namely qualitative and quantitative.Based on research conducted, there was a discovery that the implementation of big book media could improve students' reading literacy skills, as evidenced by an increase in students' reading literacy skills from cycle 1 to cycle 2. In cycle 1, students' reading literacy reached a class average of 70.7 and students those who have completed and those who have not completed both get a percentage of 50%, consisting of 10 students each. Then in cycle 2 there was an improvement, it can be seen that the class average was 79.15. 90% of students who completed their studies consisted of 18 students, and 10% of those who did not complete their studies consisted of 2 students. This proves that big book media can improve students' reading literacy skills well.

Learning activities used for reading literacy instruction in selected Namibian primary schools

Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

Investigating Factors that Affect Reading Literacy Skills in PISA Turkey Sample

Abstract Introduction: In this study, it was aimed to examine the relationships between the variables that related the reading skills of the students and the variables related to the opportunities that the student, family, and the school have. Variables related to students’ reading skills (reading skills scores/PV1READ, perception of competence in reading/SCREADCOMP and perception of difficulty in reading/SCREADDIFF) comprised the criterion variable set, and variables related to students’ socio-economic and cultural characteristics (cultural possessions/CULTPOS, home educational resources/HEDRES, index of economic, social, and cultural status/ESCS, joy/like reading/JOYREAD, teacher’s stimulation of reading engagement perceived by student/STIMREAD, subjective well-being: Sense of belonging to school/BELONG, student-teacher ratio/STRATIO, shortage of educational material/EDUSHORT, student behavior hindering learning/STUBEHA, teacher behavior hindering learning/TEACHBEHA) comprised the predictive variable set. Methods: Between two sets of variables, used canonical correlation analysis to examine, simultaneously, the relationship between these two sets and the contribution of the variables to each set. Turkey data of the PISA 2018 organized by OECD was used as the sample. PISA 2018 Turkey data consisted of 6890 Turkish students from the 15-year-old age group. The variables PV1READ, SCREADCOMP, SCREADCOMP, SCREADDIFF, CULTPOS, HEDRES, ESCS, BELONG, STIMREAD and JOYREAD in the student survey and the variables STRATIO, STUBEHA, TEACHBEHA, EDUSHORT in the school survey in the PISA 2018 were used as data collection tools. Results: A summary of the results of the canonical correlation analysis revealed that the most important factor in the predictive variable set was liking/enjoying reading, followed by the student behaviours that hinder learning, economic and socio-cultural status, cultural position, sense of belonging to the school, and teacher behaviours that hinder learning, respectively. In the criterion variable set consisting of students’ reading skills, the most important factor was the perception of reading competence, followed by reading scores and perception of reading difficulty, respectively. In this context, it can be said that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading. Discussion: It is important for teachers to include additional materials that students can enjoy in the teaching process. Positive school climate is one of the factors that help increase student achievement. Limitations: This study focused on variables related to students’ socio-economic and cultural characteristics and school-related variables as predictors of reading literacy. In addition to the variables, studies can examine the effect of the categorical variables such as gender and school type. Conclusions: The results of the study showed that the variable that had the most relationship with the reading literacy skills of the students was the variable of like/enjoy reading. This variable was followed by student behaviours that hinder learning and the socio-economic cultural status of the students respectively. In line with the results of this study, positive school climate is one of the factors that help increase student achievement. In order for the school climate to be positive, student or teacher behaviors that prevent learning should be minimized. Thus, students can learn more easily in a school climate where there are no obstacles to learning. Finally, as the socio-economic and cultural status of the students increased, it was observed that the reading scores increased.

OPTIMIZING STUDENT REASONING THROUGH READING LITERACY WITH THE DEVELOPMENT OF E-LKPD IN THE TOURISM CONTEXT

This research aims to develop and evaluate the practicality of interactive Electronic Student Worksheet (E-LKPD) to support increasing students' reasoning competence toward reading literacy in a tourism context via the Blogspot platform. This research is development research that combines qualitative and quantitative approaches. The method used is the Jolly and Bolitho development method. Steps taken include the following: (1) identifying material needs, (2) exploring needs, (3) contextual realization, (4) pedagogical realization, (5) material products, and (6) evaluating material according to objectives. This research involved Indonesian language teachers and 62 seventh-grade students at SMPN 20 Palembang as the research subjects. Data collection methods use interviews, questionnaires, and tests. Qualitative data analysis uses a descriptive approach, while qualitative data is analyzed using Likert scale calculations. The results of distributing the needs analysis questionnaire to students indicated that 60.32% strongly agreed, while 33.44% agreed to develop E-LKPD. Product validation was carried out by three validators, namely content validators, content suitability, and language, with a total validation value of 86.67% (very valid). The product feasibility test scored 89.16% (very practical) in the small group test. The effectiveness test for E-LKPD relied on pretest results, which averaged 61.42, and posttest results, averaging 74.85. There was a significant increase in the 2-tailed results (0.0000.5). The results indicate that the developed E-LKPD can enhance students' reading literacy skills.

Utilization of the Let's Read application to improve the literacy skills of 5th grade students at SD Muhammadiyah Tanjung Selor

This research is motivated by the lack of reading literacy skills among elementary school students. This is caused by the lack of adequate reading infrastructure, including libraries and limited variety of books. The purpose of this study is to find out how the use of the Let's Read application affects the reading literacy skills of 5th grade elementary school students. This study uses quantitative research with quasi-experimental methods. The design used in this study was a pre-experimental design where only one class was given a pre-test and a post-test, namely the experimental class without a control or comparison class. The questionnaire became the instrument used in this study. As for the respondents in this study were all 5th grade students, totaling 28 people. The treatment was given for 10 meetings. Data processing shows that the Let's Read application has a significant impact on the reading literacy skills of fifth grade students.

Relationship between Literacy and Numeracy for Junior High School Students

The objective of the study was to examine the reading literacy and numeracy skills of Grade VII Junior High School students. This study employs a quantitative descriptive approach. The participants of this study consisted of 35 pupils. Explore methodologies for gathering research data through the utilisation of tests. The research instrument employed was a standardised assessment sheet designed to measure proficiency in reading literacy and numeracy skills. Both the reading literacy exam and the numeracy ability test encompass three cognitive levels. The employed data analysis technique involves calculating the mean value, conducting a regression test, and determining the coefficient of determination. The study findings indicate that the mean reading proficiency surpasses numeracy, however both remain suboptimal. These figures are demonstrated by the mean score of 60.46 on the reading exam and 33.71 on the numeracy test. There is a favourable association between literacy and numeracy ability, which is somewhat interpreted. The proficiency in reading and writing has a significant impact on one's capacity to perform mathematical calculations, accounting for a substantial proportion of 16.8%. The remaining portion is influenced by several other elements. The findings of this study suggest that teachers should incorporate AKM questions into their teaching practices to help students develop a habit of reading and comprehending questions. It is anticipated that this approach will lead to a substantial improvement in students' literacy and numeracy scores.

Scientific Literacy Ability Through Speed Reading Methods in Class V Elementary School Students

The teacher has not provided a special method to improve reading skills, the teacher has not measured the students' reading speed and the percentage of understanding of the reading content that the students have achieved, apart from that, the students also think that reading is a very boring lesson Reading is an important skill that can have implications for other literacy skills. However, the average reading ability of SDN 1 Nameng students is still not optimal. The aim of this research is to improve students' reading literacy skills by using the speed reading method on students' science lesson material. The method used in this research is action research which refers to the Kemmis and Mc Taggart model using a spiral system cycle consisting of planning, implementing actions, observation and reflection. The results of class actions in cycle I averaged 72.34% and increased in cycle II with an average of 80.46%. The conclusion of the class action carried out shows that the speed reading method is able to improve students' reading literacy skills in science subject matter

Formation of reading literacy of schoolchildren in history lessons: historiographical aspect

The article analyzes approaches to the formation of reading literacy of students at school in history lessons in both domestic and foreign historiography over the past two decades. History is one of the main disciplines for the development of reading literacy. Reading literacy is included in functional literacy, that is, a person's ability to find and apply the acquired knowledge in life, adapt to constantly changing conditions, and learn throughout life. The most important skills are to find the necessary information in a huge information flow, critically evaluate it and use it for practical purposes. The studied works present both the theoretical aspect, the components of reader's literacy, and the practical component, methodological techniques, tasks are shown, methodological recommendations aimed at the development of reader's literacy are developed. In history lessons, as part of the educational process, it is necessary to form reading literacy skills using different types of text – solid and non–solid, with different information presentation – legislative acts, memoirs of contemporaries, excerpts from newspapers, fiction, as well as actively use historical paintings, maps, objects with inscriptions (coins, medals, monetary bills, stamps, etc.). This will allow the student to receive information from various sources, compare them with each other, and critically evaluate. Using different types of tasks, including personal assessment, students learn to analyze information and apply it in life.