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3-Ls: A Model For Teaching Young Learners Chuzaimah Dahlan Diem (Universitas Sriwijaya)

The study examined the effectiveness of using libraries, literature, and literacy (3-Ls) as an instructional model to improve reading habits and literacy skills of 200 fifth grade students in Indonesia. The students were divided into experimental and control groups, with each experimental group taught for three months using one of five teaching methods. Testing showed the experimental groups significantly outperformed the control groups in literacy skills and reading habits. However, the 3-Ls model did not bring students' literacy to an acceptable level, possibly due to a lack of optimal facilities.

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25 views2 pages

3-Ls: A Model For Teaching Young Learners Chuzaimah Dahlan Diem (Universitas Sriwijaya)

The study examined the effectiveness of using libraries, literature, and literacy (3-Ls) as an instructional model to improve reading habits and literacy skills of 200 fifth grade students in Indonesia. The students were divided into experimental and control groups, with each experimental group taught for three months using one of five teaching methods. Testing showed the experimental groups significantly outperformed the control groups in literacy skills and reading habits. However, the 3-Ls model did not bring students' literacy to an acceptable level, possibly due to a lack of optimal facilities.

Uploaded by

Dzurrotul Mahsunah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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3-Ls: A MODEL FOR TEACHING YOUNG LEARNERS

Chuzaimah Dahlan Diem ( Universitas Sriwijaya)


ABSTRACT

The fact that EFL literacy in Indonesia is still low led me to conduct this study to
cultivate reading habits and increase literacy skills of young learners. Using the 3-Ls
libraries, literature, and literacy as an instructional model, the study involved five methods:
Informational Text Structures; Online Resources; Partnership with Librarians; Big 6; and
Literature Circles. The sample consisted of 200 fifth graders divided equally into five groups,
each of which was also divided into experimental and control groups. Each of the
experimental groups was taught for three months using one method. All the students in both
groups were given English tests and a questionnaire before and after the experiment. The
results showed that the experimental groups outperformed the control groups with a
significant mean difference of 21.73 on literacy skills and 10.15 on reading habits. Using
regression analysis, it was also found that 3-Ls as a whole had given a significant
contribution to both students reading habits (R2 0,793) and literacy skills (R 0,943) with the
highest percentage contributed by every method was reading skill. However, in spite of
demonstrating significant effects on students literacy, these methods still did not bring the
students literacy to an acceptable level. A factor that might contribute to the low achievement
of their English literacy was that the 3-Ls model requires optimal facilities.

3-Ls: SEBUAH MODEL UNTUK MENGAJAR PELAJAR MUDA


Chuzaimah Dahlan Diem ( Universitas Sriwijaya)

ABSTRAK

Fakta bahwa EFL literasi huruf di Indonesia masih rendah membuat saya memimpin
studi ini untuk menumbuhkan kebiasaan membaca dan meningkatkan keterampilan membaca
anak muda. Dengan perpustakaan 3-Ls, sastra, dan sastra sebagai model instruksional,
penelitian ini melibatkan lima metode: Struktur teks informasi; Sumber daya daring;
Kemitraan dengan pustakawan; Big 6; dan lingkaran sastra. Sampel terdiri dari 200 siswa
kelas lima yang dibagi rata menjadi lima kelompok, masing-masing juga dibagi ke dalam
kelompok eksperimental dan kontrol. Setiap kelompok percobaan diajarkan selama tiga bulan
menggunakan satu metode. Semua siswa dalam kedua kelompok diberi tes bahasa inggris dan
kuesioner sebelum dan sesudah percobaan. Hasilnya memperlihatkan bahwa kelompok-
kelompok percobaan tersebut mengungguli kelompok-kelompok kontrol dengan perbedaan
signifikan antara 21,73 dalam keterampilan membaca dan 10,15 dalam kebiasaan membaca.
Dengan menggunakan analisis regresi, juga ditemukan bahwa 3-Ls secara keseluruhan telah
memberikan kontribusi signifikan bagi kedua siswa dalam kebiasaan membaca (R2 0793)
dan keterampilan literasi (R 0943) dengan persentase tertinggi yang disumbangkan dengan
setiap metode adalah keterampilan membaca. Namun, meskipun menunjukkan efek
signifikan pada kemampuan baca-tulis mahasiswa, metode-metode ini masih tidak membuat
para siswa bisa membaca huruf. Faktor yang mungkin turut menyebabkan rendahnya
pencapaian literasi huruf bahasa inggris mereka adalah model 3-Ls membutuhkan fasilitas
optimal.

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