Exploring The Use of Literacy Strategies in Junior High School Level

摘要

The 2013 Indonesian curriculum requires that literacy be incorporated into teaching learning process. This paper aims to (1) identify literacy strategies that have and not have been planned in learning steps; (2) identify literacy strategies that were used in teaching practice sessions. The data were taken from lesson plans developed by teachers of fifteen subjects in Junior High School level. Observations of teachers' teaching practices were carried out to examine what literacy strategies were used during the teaching learning process. Interviews with several teachers were also conducted to gain further explanation why certain literacy strategies were absent in the teaching practice. The results of the study demonstrate that teachers of fifteen subjects have used various literacy strategies in their lesson plans and teaching practice. However, most teachers have not explicitly mentioned the following strategies: making and confirming prediction, identifying new and difficult vocabularies, using other sources, making a connection with other texts, transforming mode, producing multimodal texts, and using graphic organizers. The findings imply that more intensive teacher professional development programmes provide modelling and explicit instruction of how to implement literacy strategies in the classroom.