Literature Reading and Writing Proficiency in Class II Elementary School Students Through Online Learning

Sherly Novita; Zainal Rafli; Moh. Syarif Sumantri

doi:10.18535/ijsrm/v9i08.el01

Abstract

This study aims to describe the development of reading and writing literacy skills for second-grade students of SD Islam Al-Azhar 13 Rawamangun, East Jakarta. This research is a case study research that utilizes observation, interviews, document studies, and tests as data collection techniques. The development of reading and writing literacy for elementary school students in grade II begins with the emergency curriculum review process, syllabus and lesson plans design, learning implementation, and ends with an evaluation. The results of reading learning activities which consist of three activities of reading aloud reading texts, reading comprehension, and reading poetry texts indicate a very good level of students' reading skills. Writing lessons focused on writing simple poems according to pictures and writing simple texts according to pictures using punctuation marks and capital letters also showed excellent student skills. Thus, it is concluded that the online learning conducted by Al-Azhar Islamic Elementary School 13 Rawamangun to improve students' reading and writing literacy skills has been effective with various supporting factors.

Keywords

reading literacywriting literacyonline learning

References

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[refR-5] Izzaty, A. D., & Nurfitriani, M. (2021). Pengembangan Media Pembelajaran Permainan Ludo Pada Materi Operasi Pengurangan Kelas 3 MIS Sindangraja. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 17(1), 33–41.Google Scholar ↗

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[refR-7] LISTYOWATI, A. (2018). PERKULIAHAN BERBASIS LITERASI PADA MATA KULIAH KREATIVITAS DAN KEBERBAKATAN DI ANGKATAN 2016 PG PAUD UNIVERSITAS PGRI ADI BUANA SURABAYA. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 14(25 SE-), 14–20. https://doi.org/10.36456/bp.vol14.no25.a1468DOI ↗Google Scholar ↗

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[refR-9] McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. Reading Teacher, 65(7), 432–440. https://doi.org/10.1002/TRTR.01064DOI ↗Google Scholar ↗

[refR-10] Mok, K. H., Xiong, W., Ke, G., & Cheung, J. O. W. (2021). Impact of COVID-19 pandemic on international higher education and student mobility: Student perspectives from mainland China and Hong Kong. International Journal of Educational Research, 105(October 2020), 101718. https://doi.org/10.1016/j.ijer.2020.101718DOI ↗Google Scholar ↗

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[refR-12] Nurwardani, P., Nugroho, S. W., Mulyono, E., Arifin, S., Djajanto, L., Soetanto, H., & Kusumawardani, S. S. (n.d.). Panduan Penyusunan Kurikulum Pendidikan Tinggi di Era Industri 4.0. Direktorat Jenderal Pembelajaran dan Kemahasiswaan Kementerian Riset Teknologi dan Pendidikan Tinggi.Google Scholar ↗

[refR-13] Oshchepkova, T., & Alkhaldi, A. A. (2018). How To Develop Writing Skills in a Foreign Language? European Journal of Foreign Language Teaching, 3(4), 174–185. https://doi.org/10.5281/zenodo.1647022DOI ↗Google Scholar ↗

[refR-14] Perry, K. H. (2015). Analyzing Literacy Practice : Grounded Theory to Model Author ( s ): Victoria Purcell-Gates , Kristen H . Perry and Adriana Briseño Source : Research in the Teaching of English , Vol . 45 , No . 4 ( May 2011 ), pp . 439-458 Published by : National Council. 45(4), 439–458.Google Scholar ↗

[refR-15] Prayoga, R. ., Suwignyo, H., & Harsiati, T. (2017). Peningkatan Keterampilan Menulis Cerita Berbantuan Media Buku Cerita Anak. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(11), 1498–1503.Google Scholar ↗

[refR-16] Pujilestari, Y. (2020). Dampak Positif Pembelajaran Online Dalam Sistem Pendidikan Indonesia Pasca Pandemi Covid-19. Adalah, 4(1), 49–56. http://journal.uinjkt.ac.id/index.php/adalah/article/view/15394/7199Google Scholar ↗

[refR-17] Rachamatika, T., M. Syarif Sumantri, Agung Purwanto, Jatu Wahyu Wicaksono, Alrahmat Arif, & Vina Iasha. (2021). Pengaruh Model Pembelajaran Dan Kemandirian Belajar Terhadap Kemampuan Berpikir Kritis IPA Siswa Kelas V SDN Di Jakarta Timur. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 17(1 SE-), 59–69. https://doi.org/10.36456/bp.vol17.no1.a3162DOI ↗Google Scholar ↗

[refR-18] Rohde, L. (2015). The comprehensive emergent literacy model: Early literacy in context. SAGE Open, 5(1). https://doi.org/10.1177/2158244015577664DOI ↗Google Scholar ↗

[refR-19] Sari, W., Rifki, A. M., & Karmila, M. (2020). Pembelajaran Jarak Jauh Pada Masa Darurat Covid 19. 1, 12.Google Scholar ↗

[refR-20] Setiadi, S. (2017). Peningkatan keterampilan kitabah arabiyah mahasiswa melalui metode tutor sebaya. Al-Bayan, 9(1), 1–9.Google Scholar ↗

[refR-21] Spitzer, J., Ward, N., Pendidikan, T. J., Volume, P. D., Wagner, D. A., Abbas, N., Hartati, Nurharini, A., Setiawati, I. K., Rusilowati, A., Khumaedi, Vebrianto Susilo, S., Risda Garnisya, G., Majalengka, U., Membaca, K., Sekolah, S., Pamungkas, R., Probosari, R. M., Puspitasari, D., … Listyorini, B. (2015). The Role of Knowledge in Early Literacy. Bmj, 4(1), 468–475. https://doi.org/10.1136/bmj.330.7497.948-aDOI ↗Google Scholar ↗

[refR-22] Staker, H., & Horn, M. B. (2012). Classifying K – 12 Blended Learning. INNOSIGHT Institute. https://www.christenseninstitute.org/publications/classifying-k-12-blended-learning-2/?_sf_s=staker&sf_paged=8Google Scholar ↗

[refR-23] Sudrajat, A., Meiliana Lovienica, & Vina Iasha. (2021). Pengaruh Model Resource Based Learning Terhadap Hasil Belajar Ilmu Pengetahuan Sosial (IPS) Siswa Kelas IV SD Sekolah Dasar. Buana Pendidikan: Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 17(1 SE-), 70–75. https://doi.org/10.36456/bp.vol17.no1.a3217DOI ↗Google Scholar ↗

[refR-24] Susilawati, & Marlianingsih, N. (2018). Mengembangkan Minat Baca dan Pendidikan Karakter Melalui Gerakan Literasi Sekolah. Faktor Jurnal Ilmiah Kependidikan, 5(3), 193–198.Google Scholar ↗

[refR-25] Wagner, D. (2013). Literacy and UNESCO: Conceptual and Historical Perspectives. New Directions for Adult and Continuing Education, 2013(138), 19–27. https://doi.org/10.1002/ace.20050DOI ↗Google Scholar ↗