The Literacy-based Learning in the Context of 2013 Curriculum at

SMP Negeri 1 Kota Ternate

Silvani Umar Ali, Sy Kurniaty, and Sasmayunita

Faculty of Teacher Training and Education, Universitas Khairun, Ternate, North Maluku, Indonesia

Keywords: Literacy, Learning outcomes, Obstacles, Solution.

Abstract: The objectives of this research were to describe the implementation of English literacy based learning in the

context of 2013 curriculum, the outcomes, obstacles and solution found in its implementation. The method

used was qualitative descriptive and involved 21 third grade students of SMP Negeri 1 Kota Ternate. The

technique of data collection was conducted through observation, interview, and document analysis. The data

was analised by interactive analysis model. The result showed that the (1) activity of English literacy-based

leraning was divied into three stages namely opening, main, and closing stages. During the learning process

eight literacy strategies were implemented. (2) the learning outcomes indicated that most of the students

achieved the standard of minimum score . (3) the obstacles faced in literacy-based learning were students’

low reading interest, teacher’s problems in developing the activities, lack support of school literacy

movement program, and unavailable literacy learning facilities. The solution to overcome those problems

are raising reading habit by participating the school literacy movement, creating literacy nuance at school

environment, varying the the literacy learning strategy, indentifying the students’ difficulties, and providing

adequate school facilities.

1 INTRODUCTION

The government has revised the 2013 curriculum by

promoting the school literacy movement program

which consists of three stages. One of the stages is

literacy-based learning which aims to develop the

students’ability to understand the text , associate it

with personal experience, think critically, and

process the communication skills creatively

through activities to respond to the textbook and

other reading books (Kemendikbud, 2016). The idea

of apllying literacy-based learning is based on the

low literacy culture of Indonesian students proven

by the students’ reading score in assessmnent

conducted by Program for International Student

Assessment (PISA). The results shows that

Indonesian students have the lowest score compared

to other countries ( Kusmana: 2017). Nurdiyanti and

Suryanto (2010) also confirm that the literacy of

reading and writing skill of Indonesian students are

still in low level. One of the factors caused this

problem is an adequate time of literacy learning in

every subject. Santosa et al (in Nurdiyanti and

Suryanto: 2010) mentioned the students’ low

literacy is caused by unavailable literacy learning

included in national curriculum and the lack of

guidance from parents and the community on

improving children literacy, even though they are in

a good literacy environment.

The condition above is clearly alarming because

literacy is the basic of acquaring knowledge, skills,

and formation of student attitudes. This means that

learning related to the ability to read and write needs

to be improved. For this reason a ccurriculum that

can improve students’ literacy skills needs to be

continuously developed, because most of learning

processes depends on literacy skills and awareness.

A good literacy will influence a person's success in

completing education and achieving success in life

(Kemdikbud, 2015: 1). Therefore, it is reasonable if

literacy is used as the basis for developing learning

activities in schools.

SMPN 1 Kota ternate is one of the favorite

schools that applies 2013 curriculum and literacy-

based learning. Therefore, the learning activity in

this school was interesting to observe. The type of

literacy that is emphasized in junior high schoool

level is the literacy to read and write. This study

focused on the implementation and result of

literacy-based learning. It also discusses obtacles

136

Ali, S., Kurniati, S. and Sasmayunita, .

The Literacy-based Learning in the Context of 2013 Curriculum at SMP Negeri 1 Kota Ternate.

DOI: 10.5220/0008898401360141

In Proceedings of the 1st Inter national Conference on Teaching and Learning (ICTL 2018), pages 136-141

ISBN: 978-989-758-439-8

found during its implemetation then solutions are

offered to overcome the problems.

The implementation of literacy-based learning

has been done some years ago when school-based

curriculum was used as national curriculum.

However, its was not maximally applied because of

some problems. Then, it has been developed after

changing to latest curriculum. In the context of 2013

curriculum the purpose of promoting the literacy-

based learning is to build students’ understanding on

reading text in all subject , improving writing skills,

and communication skill as well. These three things

will lead to character development and critical

thingking (Robb dalam Kemendikbud: 2018).

2 LITERATURE REVIEW

Axford (2009: 9) says that one of the goals of

literacy learning is to help students to find strategies

that are effective in terms of reading and writing

skills, including the ability to interpret the complex

meaning of texts. In relation to reading ability,

students must be able to understand and recognize

the structure and content of the text. In writing

ability, students must be able to reveal information

obtained in a variety of existing texts. Furthermore,

the information obtained can also be delivered

verbally which means that students are required to

speak. In speaking ability, the other abilities

demanded by students are their ability to respond. It

can be concluded that the four language skills can be

improved through literacy learning that focuses on

reading and writing activities.

The activities of literacy-based learning as

explained in 2013 curriculum are observing,

discussing, and presenting (Suyanto: 2017). This is

in line with Djibran (2008: 28) who explains that the

angle of literacy is not only reading comprehension,

but also critical reading. Reading activities consist of

understanding, interpreting, and interacting with

reading text. Furthermore, Alwasilah (2008) who

mentioned four stages that can be followed by

teachers and students in literacy learning. Those

stages are building knowledge of fields, modeling

the text, doing join text construction, and

encouraging independent text construction.

3 RESEARCH METHOD

This research used descriptive qualitative design and

was conducted at SMPN 1 Kota Ternate. The

participants were the students of third grade,

teachers, headmaster, and head of library. Data

sources from were documents covering syllabus,

lesson plans, learning outcomes, portfolios,

textbooks, and notes related to the implementation

of literacy learning. The sampling used was

purposive sampling technique. The technique of

collecting data was through observation, and

interview. The research involved one student at final

semester to help collecting and analising the data.

The purpuse was to provide the students experience

about how to conduct a research. The data then

analised using interactive model analysis explained

by Milles & Huberman (1992: 20). It consists of

data collection, reduction, presentation, and

conclusion.

4 FINDINGS AND DISCUSSION

4.1 Findings

4.1.1 The Implementation of Literacy-based

Learning

Literacy activities at SMP Negeri 1 Ternate have

been carried out since the academic year 2016/2017

where the students do 15 minutes reading activities

before learning begins. The reading material used is

in the form of non-lessons without any academic

bills. This activity aims to support students'

knowledge and familiarize students to love reading.

However, this program did not run smoothly

because there were still many students who were not

interested in reading so they did not get information

from the books they read. Therefore the program of

15 minutes reading before learning is then developed

in the learning process activities. Here are the steps

of literacy based learning which can be seen in the

table below:

The Literacy-based Learning in the Context of 2013 Curriculum at SMP Negeri 1 Kota Ternate

137

Table 1: Observation result of literacy –based learning.

No Stage Activities Strategy of

literacy

1. Opening

stage

The teacher asked questions related to the topic in order to

explore students'

rior experiences and knowled

predicting

Teachers gave students opportunity to asked questions related to

the topic

Teacher showed pictures or video related to the topic

The teacher explained briefly about materials related to topic and

connec

with school environmen

Students

uessed and concluded the topic to be studie

2. Main

stage

students

limpsed some questions related to the tex

Identifying

students read the text silentl

with a set amount of time

while readin

, students are asked to mark difficult vocabular

students discuss the meanin

of words found Relatin

Students record various important information contained in the

texts read

Recording

information

Students presen

ed the results or answers Confirmin

Other students gave comments on their friends' answers Revising /

rejecting

redictions

Students made summa

Summerizin

The teacher provides feedbac

Revising

Students individually revised their writing based on input from

the teache

3. Closing

stage

Students and teacher concluded the learning material Evaluating

Teachers and students reflected on the learnin

process

Based on the table above, it can be explained that

during the implementation of literacy-based learning

there are eight types of literacy strategies carried out

by teachers and students. Those literacy strategies

are predicting, identifying, conneting, recording

information, confirming, revising / rejecting

predictions, and evaluating.

In Prediction strategies the activities are asking

question to explore students’ prior knowledge,

giving students oportunity to ask question, showing

shows pictures or films, explaining briefly a learning

material, guesseing and concluding the topic to be

studied. The activities of identification strategy are

glimpisng some questions related to the text, reading

the text silently with a set amount of time, and

marking difficult vocabularies. Idenfiying then the

students do the next strategy called making relation

where the students discuss the meaning of words

found in text.

The next steps students record various important

information contained in the texts read, present the

results or answers, give comments on their friends'

answers , make summary, provide feedback , revise

writing based on input from the teacher, conclude

learning material, and reflect the learning process.

From the all stages of the activities during the

literacy learning it can be seen that the learning

methods and activities carried out by students

especially in reading literacy learning are quite

varied. The methods used by the teacher are

lecturing, asking question and answer, demontrating,

giving assignment, and doing discussion. However

in session of learning writing the methods and

activities are still monotonous. The students are

only given the task of making summaries about the

text they have read. Then, the teacher gives

feedback on the results of student writing.

To improve literacy-based learning, teacher uses

various media, such as: LCD projectors and tape

recorders. In addition, the teacher provides other

learning media related to the topic.

The form of assessment of literacy based

learning is done through written, and oral, tests. The

instrument of written test is in the form of objective

questions (multiple choice, filling, matching) and

subjective questions (description / essay). It can be

seen that the type of assessment carried out by the

teacher has varied and covers the all material.

ICTL 2018 - The 1st International Conference on Teaching and Learning

138

4.1.2 The Literacy Learning Outcomes

Learning outcomes based on literacy in reading and

writing on students of SMP 1 Ternate city can be

seen in the following table

Table 2: Student Score in Literacy of Reading and

Writing.

Interval Reading

score

Writing

score

Level

F % F %

85-100 2 9.5 0 0 Very goo

75-84 9 42.8 2 9.5 Goo

60-74 2 9.5 5 23.8 Fairl

40-59 8 38 14 66.6 Poo

0-39 0 0 0 0 Very poo

Total 21 100 21 100

average 75.9= goo

59.4=

The table above indicates students' understanding

of reading material is quite good. This can be seen in

the average score obtained by the students reaching

75.9 and categorized as good level of ability. But not

all students reach the expected category. From 21

students, 8 students are in the range of 40-59.

The results of writing literacy show that most

students get difficulties. The average score is only

59.4 From 21 students, 2 students are in range 75-

84, 5 got 60-74 and 14 reach 40-59. It can be

concluded that students' writing ability is still

relatively low.

4.1.3 Obstacles in implementing literacy-

based learning

There are some some obstacles found in the

implementation literacy-based learning. The low

interest of students’ reading becomes the main

obstacle to implement the program. This can be seen

in 15 minutes of reading activities in the class before

starting learning. Although this activity is a school

literacy movement program, there are many students

who are not serious in reading. It is seen that only a

few students are serious and other students open the

books but they were not focused on reading it. The

low interest in reading students influences the

implementation and results of literacy-based

learning applied by the teacher during the learning

process. The second obstacle is that the teacher is

not able to develop literacy learning activities. This

is because of the limited allocation of time. During

the learning process the time allocation for learning

readingis longer than learning writing. Every

meeting the teacher uses an integrative approach

where learning to read is inseparable from learning

writing learning. The next obstacle is that the school

does not support the school literacy movement.

Everyday the program dos not run well where not all

the community do the 15 minutes reading activity.

This influences the implementation of literacy-based

learning in the classroom because th students are not

accustumed in reading. Then the last obstacle is the

lack of facilities and infrastructure that support

literacy learning. This can be seen from the library

space which is not ideal, the unvaried reading books,

unaivalaible literate environment in school.

4.1.4 Solutions

To overcome the low reading interest of students,

teachers should gain the students’ reading habit by

improving quantity of visits to the library. Moreover

the collaboration of all educational stake holder is

needed. In addition, parental support is also needed

where parents can direct their children to like

reading. The involvement of the classroom, school

and family environment has a major influence on

literacy learning.

Next to overcome the difficulties of students in

writing teachers can develop more interesting

learning activities using a variety of cooperative

learning models such as Jigsaw models, writing spin

(Write Around), TPS learning model (Think Pairs

Share). In addition the teacher can give the teacher a

lot of practice in writing assignments both in the

classroom and at home. The work results of students

must then be checked for developing their writing.

The teacher also should create a pleasant atmosphere

in the classroom so students don't feel bored and the

teacher always motivates students.

Related to the issue of the lack of school

facilities and infrastructures, the government should

provide facilities that support literacy learning such

as arranging comfortable libraries, setting

classrooms as literacy classes by preparing a portion

of the area in the classroom to keep the readingb

books, and creating literacy nuances like making

posters and pamphlets about activities likes to read

and write.

4.2 Discussion

Literacy learning carried out by the teacher in this is

suitable to the semester program, syllabus, and RPP

that has been set by the school. The system for

preparing syllabus and lesson plans used by teachers

has met the standards. As explained by Mulyasa

(2007: 190) that the components contained in the

syllabus also show harmony, which must include

The Literacy-based Learning in the Context of 2013 Curriculum at SMP Negeri 1 Kota Ternate

139

competency standards, basic competencies,

indicators, material standards, process standards, and

assessment standards.

During the implementation of literacy-based

learning in the class, eight literacy strategies are

identified as indicators of the success of literacy

applied. The activities are divided into 3 stages,

namely the opning activities (before reading), the

main activities (during reading), and the closing

final activities (after reading). At opening stage,

students are asked to think the purpose of reading

and predict the contents of the text. This activity is a

series of activities intended to increase the

motivation to read and activate the readers'

schemata. Nurhadi (2016) explains that the activities

of pre-reading can be activating schemata including

the activities to arouse students' prior knowledge of

a particular concept, predict text, identify

information, answer questions, connect to previous

learning, and give short questions. Abidin (2015:

146) states that effective teachers should be able to

direct students to use students' prior abilities (all

information, knowledge, attitudes, and skills

students have before reading) to process ideas and

messages obtained from a text.

The result of literacy-based learning shows that

most of the students are good literacy to read. There

are still students who are not able to read because of

the low reading interest. In contrast, the the results

of learning writing indicate students are still poor in

writing. Therefore teachers need to stimulate their

reading interest and the quality of student writing by

applying creative and fun learning models. Rukmi

(2013) states that there are several learning models

that can be applied in literacy learning. They are

TAI (Team Assisted Individualization) learning

models, STAD (Student Teams Achievement

Division), Two Stay Two Stay, and STL (Student

Team Learning). Especially for writing learning, for

example, the Jigsaw model, writing spin (Write

Around), TPS learning model (Think Pairs Share).

Besides that the teacher can provide learning media

such as multimedia. Hartati (2016) revealed that the

use of audiovisual media can develop students'

literacy skills.

Related to the obstacles faced in the literacy-

based learning process, the problem that needs to be

considered is the existence of adequate student

literacy skills, but there is no awareness of students

to improve the culture of reading and writing.

Therefore, through the school literacy program

students begin to feel like reading and writing. To

support the program, good school facilities are

important to create a literate school environment.

5 CONCLUSION

Based on the findings and discussion, it can be

conluded as follows:

a) Implementation of literacy-based learning in

third grade students of SMPN 1 Ternate is

divided into three stages, namely opening

activity, main and closing activities. The

learning is directed to reading and writing skills

and it follows eight types of literacy strategies

during the learning prosess. The literacy

strategies are predicting, identifying, making

connections, recording information, confirming,

revising / rejecting predictions, and evaluating

b) Learning outcomes show that almost all

students are able to achieve the standar score

specified in the KKM which is 7.5. However,

writing literacy results shows that students get

difficulties in writing.

c) Obstacles found in literacy-based are students’

low reading interest, difficulties in developing

literacy learning activities and improving the

quality of student writing, inconsistencies to

support school literacy movements program and

the lack of school facilities and infrastructure.

d) The offering solutions to overcome the

obstacles are stimulating reading habits through

increasing the quantity of visits to the library,

committing to runn the school literacy

movement set by the government, developing

more interesting learning activities by using a

various cooperative learning models, and

providing facilities that support literacy learning

by arranging comfortable libraries, setting

literacy classrooms , and creating literacy

nuaces.

ACKNOWLEDGEMENTS

We thank to the anonymous reviewer of this article

for their useful suggestions

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