School Literacy Program: Perception of Primary School Physical

Education Teacher in Yogyakarta

Banu Setyo Adi

Yogyakarta State University, Colombo st, Yogyakarta, Indonesia

Keywords: School Literacy Movement, PE Teacher, Literacy, PE

Abstract: Physical Education (PE) is one of the subjects being taught at elementary school. School literacy programs

must be applied in all subjects. To carry out the program, the PE teacher must know the meaning of literacy.

Literary learning will involve the students and the teachers. This study explored information about

perceptions of primary school PE teachers about literacy. By extracting information about the perceptions of

PE teachers, the readiness in implementation in PE learning can be seen. The literacy model of the

government was outlined in the observation sheet. The data were analyzed with standard statistics. The

analysis was determined on the perception of PE teachers on literacy program. The survey results show that

the teacher's perception of literacy was limited to reading and writing, while the teacher's attitude towards

literacy supported the programs in the learning process. This means that PE teachers needed to understand

the meaning of literacy extensively.

1 INTRODUCTION

Education is a conscious effort to influence someone to be

willing to voluntarily follow what others want. Many

educational philosophers regard education as the

development of each individual to be rationally

autonomous learner (Mike McNamee, 2005). Education

will affect the progress of a nation. As a country,

Indonesia continues to strive to organize education in

order to be able to compete with other countries. To be

able to compete, one of the government's efforts is to

adjust the needs in the world of education through

development and adjustment. Ideally with these efforts,

the quality of education in Indonesia can be established

according to what the government expects. However, the

culture of the people who are still not accustomed to

literacy is considered as one of the causes of not being

able to compete with other nations.

Ibrahim (2016) said that the results of the Program for

International Student Assessment (PISA) research were

the second worst Indonesian literacy culture in 2012 from

65 countries in the world. Indonesia ranks 64

out of 65

countries. The 2012 UNESCO statistics show that the

reading interest index in Indonesia has only reached 0.001.

It means that for every 1,000 residents, only one person

has an interest in reading.

The Indonesian education and culture minister issued a

regulation on the Minister of Education and Culture

Number 23 of 2015 concerning the growth of character.

The regulation gave rise to one of the flagship programs

called National Literacy Movement (GLB). Literacy was

carried out in schools through extracurricular activities or

intra-curricular. Literacy was carried out in schools

through extracurricular activities or in the intra-curricular.

Literacy in extracurricular activities was done out by

reading for several minutes, literacy months, literacy

competitions, and so on. Besides, literacy in intra-

curricular was administered during the learning. Literacy

is defined through an analysis of what literate children

should be able to do (David Wray and Jane Medwell,

2002).

Physical Education Sport and Health (PES) is one of

the subjects integrated in thematic learning in the 2013

curriculum especially in the early classes. In each learning,

literacy activities were expected to occur. Physical literacy

has been referred to, in metaphorical sense, as developing

literacy within a physical setting, synonymous to reading

and writing, and specific to the culture in which

individuals live (Delaney B, Donnelly P, News J, et al,

2008). Physical education teachers realize that they teach

thinking (cognitive) skills. It is important to note that

governing cognitive development is the same in all fields

(Muska Mosston and Sara Ashworth, 2008). David, et al

(2002) reveal that one of the factors that influence the

effectiveness of literacy learning is the series of activities.

PE is a type of learning that uses motion activity as a

means of achieving educational goals. Therefore, the

Adi, B.

School Literacy Program: Perception of Primary School Physical Education Teacher in Yogyakarta.

DOI: 10.5220/0009309702370240

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 237-240

ISBN: 978-989-758-457-2

237

physical education teacher must understand and apreciate

the meaning of literacy.

2 THEORETICAL REVIEW

2.1 PES and Academic Achievement

Research in the faculty of education in California in 2001

showed that there was a positive relationship between

physical fitness and the achievement of reading and math.

Besides, aerobic capacity had a relationship with academic

achievement (Castelli, Darla M;Hillman, Charles H,

2007). Dishman, et all (Tomporowsky Philip D, et all.

2008) find that physical activity will produce a biological

response to the human body, including muscles and

organs. That causes a response to the brain system. Kohl

and Cook (2013) argue that doing physical activity will be

affect the brain. Susan A. Carlson, et all (2008) state that

there is a significant relationship between academic

achievement in mathematics and reading which is

influenced by physical activity for 70-300 minutes per

week. Sardinha et all (2014) in his research conclude that

cardiorespiratory fitness and body weight are associated

with academic achievement. François Trudeau and Roy J.

Shephard (2008) state that there is a positive relationship

between physical activity and academic performance,

especially in terms of concentration, memory and behavior

in the classroom. Active children will not experience

fatigue easily when they follow the learning process in

class. This is also explained by Voss in Heather D Cook

(2013) that physical activity shows an increase in

prefrontal cortex activation and it decreases activation of

the posterior pariental cortex. Lopinzi et all (Cardinal,

2017) explain that physical activity is very good for the

brain and learning barriers that support mathematics and

reading.

2.2 School Literacy Program

According toYuan Sang (2017), literacy is viewed as a

participation in collaborative activities to acquire

distributed knowledge and skills. Literacy ability has a

definition that includes 1) the ability to understand

information, both oral and written, 2) the ability to

communicate what is known through speaking and

writing, 3) the ability to speak clearly, precisely and

logically, 4) the ability to write smoothly, communicating

key ideas or important ideas, and 5) having the purpose of

communicating (Klein, Peterson, & Simington, 1991).

Clay and Ferguson Brian (Pangesti Wiedarti, et all., 2016)

describe that the component of information literacy

consists of early literacy, basic literacy, library literacy,

media literacy, technology literacy, and visual literacy.

They further explain that basic literacy skills are the

ability to listen, speak, read, write, and count with regard

to analytical skills to account for, perceive information,

communicate, and describe information based on personal

understanding and conclusions.

School literacy program in primary schools is carried out

in three stages: the stages of habituation, development, and

learning. Each stage has details of different activities.

Firstly, habituation consists of literacy skills, focus and

principles of activities, the principles of reading activities,

reading activities in structuring the environment rich in

literacy, activities steps, indicators of achievement, and the

literate school ecosystems that make teachers literate by

showing performance characteristics. Secondly,

development consists of providing a variety of reading

experiences, love reading environment for the school

residents, love writing environment for the school

residents, choosing books on fiction and non-fiction

enrichment, activity steps, and achievement indicators.

The last, learning consists of providing integrated learning

based on literacy, classroom management based on

literacy, organizing material, implementing integrated

literacy in accordance with themes and subjects, making

schedules, assessment and evaluation, literacy conference

of school citizens (Faizah, Dewi Utami dkk, 2016).

2.3 Physical Literacy

The meaning of literacy in PE expressed by Whitehead

(Dozan and Bae, 2016) was related to motivation,

confidence, physical competence, understanding, and

knowledge to maintain individual physical activity in the

best level of life. Canadian Sport Center (Mandigo, et all.,

2009) defines physical literacy not only as the

development of fundamental movements and basic

movements in sports that permanently provide self-

confidence and control children to move in the breadth of

movement and sports activities, but also as abilities to read

and what will be done in children's activities. The concept

of physical literacy describes embodied experiences that

are aimed to enhance or improve physical performance

aspects of movements that enable a particular goal to be

achieved or elements of movement that need attention

(Suzanne Lundvall, 2015).

3 METHOD

The data were collected from PE teachers of primary

schools in Yogyakarta Indonesia. There were 240 primary

schools in Yogyakarta province. In testing the validity of

the data, expert judgement was involved. Data collection

instrument used was interviews. The interview involved

seven indicator in order to find information about PE

teacher perception on literacy program. Ijn the data

analysis, percentages were administered.

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

238

4 RESULT

The results of the study were presented in two ways. They

are the perception and the attitudes of physical education

teachers about the school literacy movement. The

complete results can be seen in Table 1.

Learning Indicator

Percentage of Perception

Providing integrated learning based

on literacy,

80% of physical education teachers

consider it impossible to integrate

literacy-based physical education

learning.

20% of physical education teachers

assume that they can integrate

literacy-based physical education

learning.

Classroom management based on

literacy,

20% of physical education teachers

assume that they cannot manage

classes to carry out literacy in

physical education learning.

80% of physical education teachers

assume that they can manage classes

to carry out literacy in physical

education learning.

Organizing material,

40% of physical education teachers

assume that physical education

subject matter cannot be organized

with literacy.

60% of physical education teachers

assume that physical education

subject matter can be organized with

literacy.

Assessment and evaluation,

80% of physical education teachers

understand that literacy evaluation is

only used in theoretical material so

that it cannot be applied in physical

education learning.

20% of physical education teachers

understand that literacy evaluation is

used to measure student

understanding.

Based on Table 1, it shows that most physical education

teachers assumed that physical education and sports

subjects could be organized with literacy programs. This

could be seen from the percentage of the class

management indicators based on literacy and organizing

the material with literacy programs.

On the other hand, most physical education teachers

assumed that it was too difficult to integrate literacy

programs in learning physical education especially in

integrating learning and evaluation.

Physical education teachers assumed that literacy was

only an activity of reading and writing. Thus, it was

considered not too related to physical activity in physical

education learning.

5 CONCLUSION

The wide and growing definition of literacy was not

totally understood by the PE teachers. The teachers still

considered literacy as an activity of reading and writing.

Therefore, the PE learning process did not maximize the

potential of the existing resources and the funding

sources.

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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