Using Narrative to Improve Students’ English Reading Skill in School Literacy Movement
DOI:
https://doi.org/10.24256/ideas.v9i2.1961Keywords:
Narrative, reading skill, school literacy movementAbstract
The objective of this research is to design a set of instructional reading material for the school literacy movement. The reading material developed is expected to support school literacy movement and to improve students’ English reading skill. The reading material designed is based on narrative. Narrative is a sequence of series of events that is fictional and nonfictional that aims to entertain the readers at once to educate the readers about attitudes and behavior through moral values that are contained in the story (Abbot, 2008). The developed material consists of three chapters. These chapters are designed based on the three kinds of narrative text, there are romance, legend, and adventure. Each chapter consists of four parts, namely preparing for the journey, starting the journey, exploring the journey, and finishing the journey. Preparing for the journey part is aimed to activate students’ prior knowledge about the learning topic and to help the students understand the learning material before the students do school literacy movement activity. Starting the journey and exploring the journey parts are designed to develop students’ reading skills and to improve students’ English. Finishing the journey part is aimed to help the students draw the conclusion and master the learning material better. The writers used the research and development method in conducting the study and designing the reading material. Then, the instruments of this research were open-ended questionnaires, close-ended questionnaires, and interview. The English reading material had been evaluated and deemed as very good after the revision. The reading material and the reading tasks are appropriate for school literacy movement activity. By mean of this research, it is expected that the instructional reading material will be beneficial to support the school literacy movement. Â
References
Abbott, P. H. (2008). The Cambridge introduction to narrative second edition. Cambridge:
Cambridge University Press.
Best, W. J. (1977). Research in education third edition. London: Prentice Hall.
Borg, W. R. & Gall, M. D. (1983). Educational research: An introduction. New York: Longman, Inc.
Eggen, P. & Kauchak, D. (2012). Strategies and models for teachers: teaching content and thinking
skills six editions. Boston: Pearson Education, Inc.
Kemendikbud. (2016a). Desain induk gerakan literasi sekolah. Jakarta: Direktorat Jenderal
Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan.
Kemendikbud. (2016b). Panduan gerakan literasi sekolah di sekolah menengah atas. Jakarta:
Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan
Kebudayaan.
Kemp, J. E. (1977). Instructional design: a plan for unit and course development. Belmont:
Pearson-Pitman Publisher. Inc.
Lauder, A. (2008). The status and function of English in Indonesia: a review of key factors. Makara,
Sosial Humaniora, 12(1), pp 9-20.
McGriff, J. S. (2009). Instructional system design (ISD): using the ADDIE model.2000.
New York: Collage of Education, Penn State University.
OECD (2019). PISA 2018 results in focus. Programme for International Student Assessment, 1-44.
Retrieved September 15, 2019, from
https://www.oecd.org/pisa/Combined_Executive_Summaries_PISA_2018.df
Syamsu, K. (2017). The implementation of school literacy in primary school. Advances in Social
Science, Education and Humanities Research (ASSEHR), 125(1), pp 148-152.
Simanjuntak, G. E. (1988). Developing reading skills for EFL students. Jakarta: Departemen
Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Tinggi Lembaga Pendidikan
Tenaga Pendidikan.
Wallace, C. (1992). Reading. New York: Oxford University Press.
Yuliani, K. & Saragih, S. (2015). The development of learning devices based guided discovery model
to improve understanding concept and critical thinking mathematically ability of students
at Islamic junior high school of Medan. Journal of Education and Practice, 6(24), pp 116-
Zwiers, J. (2010). Building reading comprehension habits in grades 6-12: a toolkit of classroom
activity- 2 nd ed. The International Reading Association.
Downloads
Additional Files
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)