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Jurnal Ilmiah Sekolah Dasar
Volume 6, Number 4, 2022 pp. 592-602
P-ISSN: 2579-3276 E-ISSN : 2549-6174
Open Access: https://doi.org/10.23887/jisd.v6i4.49994
Corresponding author
*E-mail addresses: anggi.citra.apriliana@upi.edu (Anggi Citra Apriliana)
Literacy Learning in Early Grades: Teacher Thought on
Teaching Literacy
Anggi Citra Apriliana1*, Tatat Hartati2, Dadang Sunendar3, Rahman4
1,2,3,4 Department of Elementary Education, Indonesia University of Education, Bandung, Indonesia
A B S T R A K
Permasalahan utama dalam keterampilan literasi siswa di kelas awal
belum dilaksanakan secara holistik. Selain itu, guru belum menggunakan
model yang tepat dalam pembelajaran literasi di kelas awal. Tujuan
utama dari penelitian ini adalah untuk menganalisis proses pembelajaran
literasi di sekolah dasar. Penelitian ini menggunakan metode survei yang
melibatkan 48 kepala sekolah dan 148 guru sekolah dasar. Wawancara
digunakan sebagai instrumen untuk mendeskripsikan pembelajaran
literasi di kelas awal sekolah dasar. Informasi yang diperoleh dari
lapangan ditabulasikan dan disajikan. Penelitian ini menunjukkan bahwa
prosedur atau model dan media pembelajaran yang digunakan guru
berbeda. Guru telah melakukan upaya untuk meningkatkan motivasi
anak dalam mengeksplorasi pembelajaran literasi. Guru percaya bahwa
literasi merupakan kebutuhan yang sangat penting bagi setiap individu.
Literasi di kelas awal memegang peranan penting dalam menentukan
keberhasilan belajar siswa. Pembelajaran literasi yang efektif di kelas
awal perlu memperhatikan lingkungan belajar dan materi yang sesuai
dengan kebutuhan siswa. Pengalaman belajar yang menyenangkan dan
dukungan orang dewasa dapat memberikan efek positif pada
keterampilan membaca. Keterampilan ini akan sangat mempengaruhi
keterampilan literasi selanjutnya. Jika pembelajaran literasi di kelas awal
tidak kuat, akan sulit bagi siswa untuk membangun fondasi literasi di
kelas yang lebih tinggi.
A B S T R A C T
The main problem in student's literacy skills in the early grades has not been implemented holistically.
In addition, the teacher has not used the right model in literacy learning in the early grades. The main
objective of this research was to analyses the process of learning literacy in elementary school. This
study used a survey method involving 48 principals and 148 elementary school teachers. Interviews
were used as an instrument to describe literacy learning in early grades of elementary schools.
Information obtained from the field is tabulated and presented. This research showed that the
procedures or models and learning media used by teachers are different. Teachers have made efforts
to increase children's motivation in exploring literacy learning. Teachers believe that literacy is a very
important need for every individual. Literacy in the early grades plays an important role in determining
students learning success. Effective literacy learning in the early grades needs to pay attention to the
learning environment and material that suit the needs of students. A pleasant learning experience and
adult support can have a positive effect on reading skills. This skill will greatly affect subsequent
literacy skills. If literacy learning in the initial class is not strong, it will be difficult for students to build a
foundation for literacy in higher grades.
1. INTRODUCTION
Literacy is believed to be a very important need for every individual. Many developed and
developing countries make literacy the main agenda that costs a lot. This is because of the government's
awareness that literacy can provide opportunities for economic and social development towards the
welfare of life, both individuals and communities (Arianti, 2018; Hartati, 2016; Khalid, 2011). Literacy as
the ability to identify, understand, interpret, create, compute, and communicate using visual, auditory, and
digital means on cross-disciplinary topics (Asyhari, 2015; Fadillah & Munandar, 2021; Priyambodo &
A R T I C L E I N F O
Article history:
Received July 12, 2022
Revised July 15, 2022
Accepted October 20, 2022
Available online November 25, 2022
Kata Kunci:
Literasi, Kelas Awal, Membaca,
Menulis
Keywords:
Literacy, Early Grades, Reading,
Writing
This is an open access article under the
CC BY-SA license.
Copyright © 2022 by Author. Published by
Universitas Pendidikan Ganesha.
Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 4, Tahun 2022, pp. 592-602 593
Anggi Citra Apriliana / Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy
Maryati, 2019). This is in line with previous study that state literacy is the ability to understand, predict,
create, communicate, calculate, and use printed materials in various contexts (Junika et al., 2020).
Unfortunately, based on the results of both national and international surveys, Indonesian people fall into
the category of low literacy. Based on the published results of PISA research Organization for Economic
Co-operation and Development in 2018 that the reading ability of Indonesian students is ranked 72 out of
78 countries (Argina et al., 2017; Nugrahanto & Zuchdi, 2019). Based on the results of observations and
interviews with teachers in the Sumedang district, there are many problems in learning literacy in the
early grades. The main problem is that student's literacy skills are still low. Learning in the early grades
has not been implemented holistically, still separately. In addition, the teacher has not used the right
model in literacy learning in the early grades. The teacher has not specifically facilitated students who
have difficulties in learning to read and write. Based on information from several teachers that there is an
equalization of treatment and learning tasks for all students. Whereas in essence, students have different
learning speeds, diverse prior knowledge, and diverse interests, as well as various ways of obtaining
knowledge. Previous study state literacy learning should be carried out based on students' initial
conditions, not based on what students have to achieve (Abidin, 2018). Previous study state literacy skills
in early grades play an important role in determining student learning success. If literacy learning in the
early grades is not strong, then students will have difficulty being able to have adequate literacy skills
(Setiawan, 2019).
Literacy has a change in meaning from time to time. Literacy reading and writing is the earliest
literacy known in human civilization. Both are categorized as functional literacy because they are very
useful in everyday life. Having literacy skills, reading and writing can make individuals live their lives with
better quality so that other basic literacy skills (numbering, science, digital, financial, as well as culture
and citizenship can be developed) (Mahayanti et al., 2017). Based on the PISA results defines literacy as
understanding, using, and contemplating written texts, to achieve goals, develop knowledge and self-
potential, and participate in society (Nugrahanto & Zuchdi, 2019; Pratiwi et al., 2019). This is in line with
The Progress in International Reading Literacy Study (PIRLS) defines literacy as the ability to understand
and use written forms of language that are needed by society and/or valued by individuals (Kennedy et al,
2012; Yang et al., 2018). Both PISA and PIRLS recognize the importance of literacy to empower individuals
to develop reflection, criticism, and empathy that lead to a sense of self-efficacy and full participation in
society.
There are 8 aspects of literacy in early grades, namely: Unconstrained skill (reading text,
comprehension, vocabulary, aspect of writing, aspect of speaking) and Constrained Skills (phonic,
phonemic awareness, and concept about print) (Kennedy et al, 2012). This is in line with previous study
that state an important skill in effective literacy learning in early grades is phonological awareness, phonic
fluency, reading comprehension, and writing (Paris & Paris, 2003). It can be concluded that literacy
learning in early grades is not just reading and writing mechanically but students are directed to think
critically and creatively to build deep understanding, students are able to express ideas, and thoughts
flexibly and smoothly so that self-efficacy and interest in learning students can improve. Question levels
based on Barrett's Taxonomy can be given in early grades to help students understand a passage. This
type of question is divided into literal understanding, reorganization, inferential, evaluation, and
appreciation.
With regard to the above literacy learning objectives previous study describe the competencies
that need to be mastered in the 21st century, namely high conceptual understanding, critical thinking,
communicating and collaborating, and creative thinking (Moroco et al., 2008). These four competencies
are facilitated by multiliteracy skills. Based on this conception, the purpose of literacy learning in the
multiliteracy context is to form student’s mastery, high reading comprehension skills, good writing skills
to construct and express meaning, accountable speaking skills, and skills in mastering various digital
media (Abidin et al., 2017; Baguley et al., 2009). Multiliteracy is the skill of using various ways to express
and understand ideas and information by using conventional text forms as well as innovative texts,
symbols, and multimedia. Multimodal texts encourage students to interpret information in both local and
global contexts (Abidin et al., 2017; Hartati, 2016; Kulju et al., 2018). Through the application of
multiliteracy skills, students are not only able to master the learning material but are further able to think
critically, creatively, and are also able to collaborate and communicate effectively (Broce et al., 2019;
Oakley et al., 2020). The main objective of this research was to analyses the process of learning literacy in
elementary school. This study used a survey method involving 48 principals and 148 elementary school
teachers in Sumedang Regency, West Java Province. Interviews were used as an instrument to describe
literacy learning in early grades of elementary schools. Information obtained from the field is tabulated
and presented. Respondents were selected based on recommendations from the Sumedang Regency
Education Agency.
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JISD P-ISSN: 2579-3276 E-ISSN: 2549-6174
2. METHOD
The method used in this research is a survey method. The survey is a process consisting of
several interrelated steps starting with determining the objectives and followed by selecting the survey
framework and determining the sample design (Glasow, 2005). The survey method was used in this study
because the researcher wanted to know the various literacy learning processes in the early grades. Data
collection techniques in this study was questionnaires through a google form. The respondents in this
study were 48 principals and 148 elementary school teachers in Sumedang Regency, West Java Province.
Interviews were conducted in a structured manner and the questions were expanded through related
references. Data analysis of the objectivity condition of literacy learning was obtained through a
qualitatively analyzed approach. The data obtained from the field were tabulated and presented. The data
were coded directly from the results of interviews with principals and elementary school teachers. Data is
displayed as a percentage of each indicator. The participant data of principals is show in Table 1. Then the
participant data of teachers is show in Table 2.
Table 1. The Participants Data (Principals)
Participants
Frequency
Percentage %)
Gender
Male
24
50.00
Female
24
50.00
Age
20-25 years old
9
6.08
26-30 years old
24
16.22
31-35 years old
24
16.22
36-40 years old
16
10.81
41-45 years old
19
12.24
46-50 years old
13
8.78
51-55 years old
24
16.22
52-60 years old
19
12.84
Principals
Experience
1-11 months
11
22.91
1-5 years
20
41.66
6-10 years
14
29.16
11-15 years
3
6.25
Certified
Certified
48
100.00
Not Certified
0
00.00
Table 2. The Participants Data (Teachers)
Participants
Frequency
Percentage (%)
Gender
Male
23
15.54
Female
125
84.45
Age
20-25 years old
9
6.08
26-30 years old
24
16.22
31-35 years old
24
16.22
36-40 years old
16
10.81
41-45 years old
19
12.24
46-50 years old
13
8.78
51-55 years old
24
16.22
52-60 years old
19
12.84
Teaching Experience
1-5 years
10
6.75
6-10 years
25
16.89
11-15 years
15
10.13
16-20 years
18
12.16
21-25 years
20
13.51
26-40 years
60
40.54
Certified
Certified
80
54.05
Not Certified
68
45.94
The instrument used in this study was interviews with primary school teachers and principals of
elementary schools to obtain objective data related to literacy learning. This research instrument was only
constructively validated by two learning experts and literacy experts. The instrument used in this
Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 4, Tahun 2022, pp. 592-602 595
Anggi Citra Apriliana / Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy
research is open questionnaires refer to the guidelines for the elementary school literacy movement
developed by the government which consists of 16 questions for the principals and 25 questions for the
teachers. More detailed explanation of principal’s interview guide grid is show in Table 3. Then teacher’s
interview guide grid is show in Table 4.
Table. 3 Principal’s Interview Guide Grid
No
Aspects in Literacy
Question number
Amount
1
Principal's knowledge of the School Literacy Movement (GLS).
1,2,3,4,5
5
2
The involvement of principals, teachers, parents to improve
literacy in students.
6,7,8,9,10
5
3
Conditions of students' reading interest.
11
1
4
Principal's knowledge of differentiated learning in literacy.
12
1
5
Implementation of differentiated learning in schools.
13
1
6
Implementation of literacy learning in schools.
14
1
7
Supporting facilities for the implementation of the School
Literacy Movement (GLS).
15
1
8
Factors inhibiting the implementation of the School Literacy
Movement (GLS).
16
1
Amount
16
Table 4. Teacher’s Interview Guide Grid
No
Aspects in Literacy
Question number
Amount
1
Teacher’s knowledge about the School Literacy Movement
(GLS).
1,2,3,4,5
5
2
Approaches and models in literacy learning.
6,7,10,11
5
3
Literacy Learning Objectives.
12,13
2
4
Rewards after literacy activities.
14
1
5
Literacy guidance for students.
15
2
6
Visiting the library.
18
1
7
Book reading assignments.
17,19
1
8
Media in literacy learning.
20
1
9
Facilities used to support literacy activities in class.
9,21
2
10
Hold a literacy competition.
22
1
11
Difficulties and obstacles in learning literacy.
23
1
12
Students’ Reading Interest.
8,16
2
13
Evaluation of literacy activities.
24
1
Amount
24
3. RESULT AND DISCUSSION
Result
The results of this study are divided into two parts, namely the results of interviews with school
principals regarding the implementation and literacy programs in elementary schools and the results of
interviews with elementary school teachers. Based on the results of interviews with 48 school principals,
the following information was obtained. Based on the results of interviews with 48 primary school
principals in the Sumedang district, literacy has been implemented in some elementary schools in
Sumedang since 2016 after The Ministry of Education and Culture activated the School Literacy Movement
(GLS). The School Literacy Movement (GLS) was developed based on the Minister of Education and
Culture Regulation Number 21 of 2015 concerning the Growth of Character. Several schools started
implementing the GLS in 2017, 2018, and 2019. Teachers and principals argue that GLS is very important
to be implemented in schools as an effort to cultivate students' character. The head of the Sumedang
district education office socialized the GLS program to school principals, teachers, and staff in schools
massively.
The principals understand that GLS is a movement to cultivate student character with the aim that
students have a culture of reading and writing to create lifelong learning. These routine activities are
carried out to foster students' interest in reading and improve reading skills. The reading material
contains moral values, in the form of local, national, and global wisdom that is delivered according to the
stage of development of students. The School Literacy Movement is a comprehensive effort that involves
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all school members, including teachers, students, parents/guardians, and the community, as part of the
educational ecosystem so requires collaborative support from various elements. The efforts taken to make
it happen are in the form of reading habits which are carried out with 15 minutes of reading activities and
foster a love of reading for students and teachers.
All principals stated that GLS is very important to develop students' literacy skills. They believe
that the school literacy movement is a social movement with collaborative support from various elements.
All principals said that literacy is very important. With literacy, a person's level of understanding in
drawing conclusions from the information received becomes better. Help people think critically, by not
reacting too quickly. Help increase people's knowledge by reading. Principals have attended seminars on
literacy at least 1-2 times a year, while 17 (35.41%) principals have never attended a seminar at all. Some
of them by carrying out workshops or seminars related to literacy to teachers and parents, providing
facilities and infrastructure that support GLS, and fostering a reading culture for students with interesting
literacy activities.
Base on the interview 24 (50%) principals said that teachers at schools sometimes participated in
workshops, seminars/training on literacy learning, 20 (41.66%) principals said that teachers at schools
often participated in workshops, seminars/training on literacy learning, 4 (8.33%) principals said that
teachers at schools never participated in workshops, seminars/training on literacy learning. All principals
said that parental support was lacking in fostering student literacy. All principals said they were trying to
involve parents by providing direction and motivation to parents regarding the importance of increasing
student literacy. Base on the interview conditions of students' reading interest result 20 (41.66%)
principals stated pretty good,14 (29.16) principals stated not good (low), 8 (16.66%) principals stated
good, and 6 (12.55%) principals said that the student’s interest in reading in their schools is very good.
Implementation of differentiated learning in schools as follows 30 (62.5%) principals said
implement differentiated learning in their schools, 16 (33.33%) principals said not to implement
differentiated learning in their schools, and 2 (4.16%) principals said sometimes. Implementation of
literacy learning in schools the habit of reading 15 minutes before entering school, holding a literacy
competition according to students' interests, reading a book together for 10 minutes in class, writing
reports on students’ reading results (Reading log), guiding students to visit the library every week or
every month, making literacy tree, and redaton (Reading Marathon): Reading together outside the
classroom or in the field. Supporting facilities and infrastructure providing fiction and nonfiction books in
the library, reading corner, literacy tree, wall magazine, and school library.
Based on the opinions of 148 teachers in the Sumedang district, they thought the literacy
movement is very important to be held because the program can develop students' abilities in listening,
speaking, reading, and writing. They said, before covid 2019 hit, the GLS program was implemented well,
but unfortunately due to the 2019 covid pandemic, the GLS program is not running optimally. Regarding
literacy workshops and seminars, 68 (45.94%) teachers attend the literacy workshop or seminar once a
year, 23 (15.54%) teachers attend the literacy workshops or seminar twice a year, 6 (4.05%) teachers
attend the literacy workshop or seminar 3-5 times a year, and 51 (34.45%) teachers have never attended
a literacy seminar or workshop at all.
In implementing the literacy movement in schools, teachers didn’t have a specific pattern in its
implementation, 70 (47.29%) teachers stated that they have the habit of guiding students to read books
10-15 minutes before class starts, 17 (11.48%) said that they always motivate students to love reading, 12
(8.10%) teachers stated that they provide reading corners in their classrooms, 11 (7.43%) teachers said
that they implement literacy activity by holding literacy competition in their schools such as have fun
reading, reading poetry competition, and telling story competition, 10 (6.75%) teachers commented that
they guided students to visit the library every week or every month (Empowering School Library), 10
(6.75%) teachers said that that literacy activities are carried out by shared reading between teacher and
students, 8 (5.40%) teachers implemented the literacy activity by making literacy tree in their class room,
5 (3.37%) teachers stated that literacy activities are carried out by writing reports on reading results
(reading log), and 5 (3.37%) teachers said that they carry out literacy activities by introducing local
folklore to the students.
Teacher knowledge related to basic literacy that must be improved for elementary school
students varied, 35 (23.64%) teachers said that basic literacy is reading and writing skills, 25 (16.89%)
teachers stated that basic literacy is increasing students’ reading interest, 25 (16.89%) teachers thought
that basic literacy is reading, writing, and counting, 20 (13.51%) teachers said that basic literacy is
reading culture, 18 (12.16%) teachers assumed that basic literacy is individual abilities and skills in
reading, writing, speaking, counting, and problem-solving, 15 (10.13%) teachers stated that basic literacy
consists of reading and writing literacy, financial literacy, scientific literacy, numeracy, digital literacy,
cultural and citizenship literacy, and 10 (6.75%) thought that basic literacy is reading comprehension.
Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 4, Tahun 2022, pp. 592-602 597
Anggi Citra Apriliana / Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy
148 teachers interviewed, all teachers apply literacy learning in their schools, but teachers do not
understand specific approaches or models in literacy learning. When the teachers were asked about the
PWIM model they didn't know it, even though PWIM is a model in literacy learning that was initiated by
Emilly F, Calhoun and has been proven to improve student's literacy skills. They don't even understand
the multiliteracy model and differentiated approach in literacy learning. All participants have high hopes
for the implementation of literacy learning: grow and develop the character of students to become literate
people throughout life through a literacy ecosystem built in the school literacy movement, increased
student interest in reading, improve students' reading and writing skills, creating a reading culture in
schools and communities, increase knowledge by reading various kinds of useful information, and
improve students' reading comprehension skills.
The media has a very important role in literacy learning, it can be an instrument to foster literacy
among students and even teachers and the surrounding community. Based on interview results, 44
(29.72%) teachers used storybook media in literacy learning at school, 15 (10.13%) teachers used picture
books, 13 (8.78%) teachers used literacy trees, 12 (8.12%) teachers used posters, 10 (6.75%) teachers
used digital books, 10 (6.75%) teachers used big book, and 28 teachers used thematic books, and 6
teachers used power point. The facilities used by participants during literacy learning are as follows:
Reading corner, school library, poster, fiction books, and nonfiction books. Most of the teachers did not
hold literacy competitions, there are only a few teachers who hold literacy competitions including
storytelling contests, poetry, speech contest, reading competition and finding a new vocabulary, fluent
reading competitions, drama, and short story writing competitions.
Discussion
Based on the results of interviews with 48 primary school principals in the Sumedang district,
literacy has been implemented in some elementary schools in Sumedang since 2016 after The Ministry of
Education and Culture activated the School Literacy Movement (GLS). The School Literacy Movement
(GLS) was developed based on the Minister of Education and Culture Regulation Number 21 of 2015
concerning the Growth of Character (Camacho et al., 2021; Pinto et al., 2015; Thomas et al., 2020). Several
schools started implementing the GLS in 2017, 2018, and 2019. Teachers and principals argue that GLS is
very important to be implemented in schools as an effort to cultivate students' character (Altun, 2019;
Hartati & Heryanto, 2019). The head of the Sumedang district education office socialized the GLS program
to school principals, teachers, and staff in schools massively.
The principals in the Sumedang district encourage teachers to increase their knowledge about
literacy through workshops, seminars/training on literacy learning. The activities carried out at the
development stage are shared reading, holding a literacy competition according to students' interests,
students write reports on reading results (Reading log), students are guided to visit the library every
week or every month, students make a literacy tree (Altun, 2019; Hartati & Heryanto, 2019). Some
activities that carried out by teachers in the implementation of literacy learning are storytelling such as
introducing local folklore, fiction stories, and nonfiction stories through big books or picture books
(Abidin, 2018; Frerejean et al., 2021). Based on these findings the teacher already understands the
importance of interesting picture book media in literacy learning. This is in line stated that picture books
are an interesting medium for young readers to control students' literacy development (Alabau Rivas,
2016). Based on these findings can be concluded that teachers try to implement literacy learning in
various innovative ways to facilitate diverse students. According to innovative literacy teaching and
learning approaches have proven that multiliteracy enables teachers to work with culturally and
linguistically diverse (CLD) students (M. S. Kim & Xing, 2019).
Based on interviews with teachers and principals of primary schools in the Sumedang district,
indicates that students' motivation in reading and writing is very low and needs attention. Motivation in
reading and writing is a very important part of and must be grown in students from an early age. But
unfortunately, motivation gets less attention from educators. This is reinforced by the opinion that state
early literacy skills are part of a larger set of skills, knowledge, and affective responses acquired during
childhood (Altun, 2019). However, the emerging motivation for reading has been neglected in research
and practice. Teachers must be fully involved in motivating students. According to previous study teacher
support in providing instruction is very important in increasing student motivation and involvement in
lessons (Taboada Barber et al., 2015). This finding is supported by the research that state special attention
should be paid to preventing a decrease in students' motivation as it can predict their future engagement
in reading (Nevo & Vaknin-Nusbaum, 2020). Motivation to read and the instructional practices that
support motivation to read have important practical implications. So, to increase students' motivation and
reading skills, reading motivation programs must be included in the reading acquisition curriculum.
(McBreen & Savage, 2020; Trainin et al., 2017)
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Most teachers in the Sumedang district are not familiar with learning models in early grades such
as the Picture Word Inductive Model (PWIM) (Aftab, 2015; Bakri et al., 2020; Calhoun, 2005). PWIM helps
students create words, sentences, and paragraphs with the help of pictures. Concept of using pictures as a
stimulus is very important for language experience activities in teaching reading and writing to early-
grade students (Apriliana, 2016; Calhoun, 2005; Novia, 2015). Visual images in PWIM can encourage
students to explore their initial knowledge so that it can help them participate more in class and have a
better and easier understanding (Johnsen et al., 2020; Pereira et al., 2019; Walpole & McKenna, 2007;
Zhao & Lornklang, 2019). The picture is very interesting as a stimulus in literacy learning for elementary
school students in the early stages. This is in line with previous study that state literacy learning in early
grades requires tools or materials that can assist students in optimizing literacy learning (Novitasari,
2019). Learning media such as pictures, graphs/diagrams or objects that attract attention can help
optimize the students' reading and writing learning process. Furthermore previous research state that
information in the form of images/visuals can stimulate and improve brain work (Marzano et al., 2001).
Several studies related to PWIM have been carried out (Herawati et al., 2019; Jiang, 2018; Lee et al., 2019).
Competitions related to literacy such as storytelling contests, poetry, speech contest, reading
competition and finding a new vocabulary, fluent reading competitions, drama, and short story writing
competitions (Barnyak & McNelly, 2016; Gillies & Baffour, 2017; Kajamaa & Kumpulainen, 2020). The
teachers hope that with these activities, the students' literacy skills will increase (Kaynar et al., 2020). As
stated by previous study that story telling has a good effect on the development of student literacy
because students can playfully manipulate stories using their creativity and imagination, as teachers help
them deconstruct original stories, explore previously unheard sounds, and examine multiple points of
view (S. J. Kim & Hachey, 2020). Traditional and digital storytelling is powerful literacy tools that engage
students in making connections between pedagogy and academic content (Håland et al., 2019; J. S. Kim et
al., 2021; Lisenbee & Ford, 2018; Tomlinson & Mctighe, 2006). Types of evaluations carried out by
teachers related to literacy learning such as retelling what has been read through oral or written tests,
asking, and answering questions related to the content of the reading, reading log, cloze test, performance
test, and portfolio. Talking about evaluation stated that, identifying students' needs and abilities in the
early stages of learning to read, it is also important to evaluate the development of students' literacy skills
using dynamic assessment practices (Virinkoski et al., 2018). Assess children on individual literacy
achievement according to benchmarks that are outside the learning process itself that makes students
capable of literacy practice (Eithne Kennedy, Elizabeth Dunphy & Geraldine Hayes, Thérèse McPhillips,
Jackie Marsh, Maura O’Connor, 2012; Jokinen & Murris, 2020).
The obstacles/inhibiting factors faced by schools in implementing school literacy are inadequate
facilities and infrastructure (inadequate library, inadequate reading corner), less variety of books both
traditional books and digital books, students' reading interest is still low, lack of support from parents
regarding literacy, some teachers who have not received training or workshops on literacy, and most
teachers cannot apply technology in literacy learning even though the use of technology in learning is very
important in this 21st century. The pervasiveness of technology requires humans to be able to create and
create meaning from various modes of communication (Buckley-Walker et al., 2017; Langub & Lokey-
Vega, 2017). Talking about technology, stated that digital literacy is an important aspect to consider
within teacher education as a way to address twenty-first-century learner needs, particularly in early
childhood contexts where developmental concerns should be paramount in making instructional design
decisions. The use of technology is very important but as a complement to learning not as a substitute for
teachers (Belo et al., 2016; Putman, 2017). Teachers need to know what software applications are
effective in promoting early literacy development to make decisions about the selection and use of ICT in
education. The advantage of using technology in literacy learning is expressed by previous study that state
use of technology can support the improvement of students' reading fluency (Lange, 2019). If we want
children to become proficient in creating solutions for societal issues, we believe that one way to achieve
this is by practicing digital fabrication skills, with appropriate materials in an attractive design-based
learning process (Bekker et al., 2015; Chubko et al., 2020). Technology is used as a vehicle to encourage
students to communicate and provide authentic learning contexts.
4. CONCLUSION
Teachers have made efforts to increase children's motivation in exploring literacy learning.
Teachers believe that literacy is a very important need for every individual. Literacy in early grades plays
an important role in determining students learning success. Effective literacy learning in the early grades
needs to pay attention to the learning environment and material that suit the needs of students. A pleasant
learning experience and adult support can have positive effects on reading skills. This skill will greatly
Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 4, Tahun 2022, pp. 592-602 599
Anggi Citra Apriliana / Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy
affect subsequent literacy skills. If literacy learning in the initial class is not strong, then students will find
difficulties to build higher grades’ literacy foundation.
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