IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY
The study is a part of the government-sponsored literacy program to improve the Indonesian secondary students’ literacy performance. Particularly, this study focuses on the examination of the program as the attempt to improve the secondary teachers’ literacy instruction at the under-resourced school...
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Indonesia Press
2023-02-01
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| Series: | International Journal of Education |
| Subjects: | |
| Online Access: | https://ejournal.upi.edu/index.php/ije/article/view/42074 |
| _version_ | 1797293044253327360 |
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| author | Yanty Wirza Wawan Gunawan Anita T Setyaningsih Sarah A Ramdani Hanipah Hanipah Fellia L. Aufa Sherly L.B. Edelweis |
| author_facet | Yanty Wirza Wawan Gunawan Anita T Setyaningsih Sarah A Ramdani Hanipah Hanipah Fellia L. Aufa Sherly L.B. Edelweis |
| author_sort | Yanty Wirza |
| collection | DOAJ |
| description | The study is a part of the government-sponsored literacy program to improve the Indonesian secondary students’ literacy performance. Particularly, this study focuses on the examination of the program as the attempt to improve the secondary teachers’ literacy instruction at the under-resourced schools. The program implemented in the Bahasa Indonesia subject by employing Reading to Learn pedagogy (Rose, 2016) in teaching the explanatory text. Using an interventional ethnographic study design, which involves three main phases i.e. Reading to Learn pedagogy workshop, the R2L implementation with mentoring, and evaluation, the current study investigates the experience of two female eighth graders’ contract-based teachers, in their early thirties, at two under-resourced secondary schools in, Bandung, West Java, Indonesia. The data collected in this three-month study were observation, interviews with the teachers, principal, and students, recorded teaching sessions, recorded reflections sessions, and lesson plans and teaching materials. The findings of the study reveal that the teachers’ literacy instruction in utilizing stages in the R2L pedagogy indicated significant improvement from their previous practice. The intensive mentoring provided during the workshop and school implementation of the R2L implementation have equipped the teachers with more solid pedagogical foundation in internalizing and implementing the R2L pedagogy. In addition, the program has promoted the teachers’ professional development and assisted the school to gain larger access to literacy pedagogy for better literacy participation. |
| first_indexed | 2024-03-07T20:06:15Z |
| format | Article |
| id | doaj.art-9d96efe6537643bbbdef0411d26244b2 |
| institution | Directory Open Access Journal |
| issn | 1978-1342 2442-4730 |
| language | English |
| last_indexed | 2024-03-07T20:06:15Z |
| publishDate | 2023-02-01 |
| publisher | Universitas Pendidikan Indonesia Press |
| record_format | Article |
| series | International Journal of Education |
| spelling | doaj.art-9d96efe6537643bbbdef0411d26244b22024-02-28T04:57:46ZengUniversitas Pendidikan Indonesia PressInternational Journal of Education1978-13422442-47302023-02-011611810.17509/ije.v16i1.4207421329IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDYYanty Wirza0Wawan Gunawan1Anita T Setyaningsih2Sarah A Ramdani3Hanipah Hanipah4Fellia L. Aufa5Sherly L.B. Edelweis6Universitas Pendidikan IndonesiaUniversitas Pendidikan IndonesiaSMP Muhammadiyah 5, BandungSMP Muhammadiyah 5, BandungSMP Muhammadiyah 7, BandungUniversitas Pendidikan IndonesiaUniversitas Pendidikan IndonesiaThe study is a part of the government-sponsored literacy program to improve the Indonesian secondary students’ literacy performance. Particularly, this study focuses on the examination of the program as the attempt to improve the secondary teachers’ literacy instruction at the under-resourced schools. The program implemented in the Bahasa Indonesia subject by employing Reading to Learn pedagogy (Rose, 2016) in teaching the explanatory text. Using an interventional ethnographic study design, which involves three main phases i.e. Reading to Learn pedagogy workshop, the R2L implementation with mentoring, and evaluation, the current study investigates the experience of two female eighth graders’ contract-based teachers, in their early thirties, at two under-resourced secondary schools in, Bandung, West Java, Indonesia. The data collected in this three-month study were observation, interviews with the teachers, principal, and students, recorded teaching sessions, recorded reflections sessions, and lesson plans and teaching materials. The findings of the study reveal that the teachers’ literacy instruction in utilizing stages in the R2L pedagogy indicated significant improvement from their previous practice. The intensive mentoring provided during the workshop and school implementation of the R2L implementation have equipped the teachers with more solid pedagogical foundation in internalizing and implementing the R2L pedagogy. In addition, the program has promoted the teachers’ professional development and assisted the school to gain larger access to literacy pedagogy for better literacy participation.https://ejournal.upi.edu/index.php/ije/article/view/42074interventional ethnography, literacy instruction, literacy sponsorship, reading to learn pedagogy |
| spellingShingle | Yanty Wirza Wawan Gunawan Anita T Setyaningsih Sarah A Ramdani Hanipah Hanipah Fellia L. Aufa Sherly L.B. Edelweis IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY International Journal of Education interventional ethnography, literacy instruction, literacy sponsorship, reading to learn pedagogy |
| title | IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY |
| title_full | IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY |
| title_fullStr | IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY |
| title_full_unstemmed | IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY |
| title_short | IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY |
| title_sort | improving under resourced secondary school teachers literacy instruction an interventional ethnographic study |
| topic | interventional ethnography, literacy instruction, literacy sponsorship, reading to learn pedagogy |
| url | https://ejournal.upi.edu/index.php/ije/article/view/42074 |
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