I am Riswanda Setiadi, a professor in Language and Literacy Education and work in Universitas Pendidikan Indonesia (Indonesia University of Education). I have presented papers in different national and international seminars/conferences. And my research interest is in literacy teaching and learning.
A SOCIOCULTURAL INTERVENTION STRATEGY TO FOSTER LITERACY CULTURE IN INDONESIA
Education system in Indonesia has been seemingly unable to create a culture of literacy among learners. In addition, communities and families have not become a model for their children in conducting various literacy activities. It is therefore necessary to set up a sociocultural intervention strategy to foster the literacy culture among school children.
Currently Indonesia ranks low in literacy culture, especially reading and writing. This means that education system in Indonesia has not been able to create a culture of literacy among learners. In addition, communities and families have not become a model for their children in conducting various literacy activities. This study has involved 187 parents and 251 elementary school teachers in ten districts/cities of West Java. The two-year study shows that parents rely heavily on schools or teachers to guide children in literacy activities. They feel that school assistance is indispensable when children have reading difficulty. Therefore, parents recognize that communication with teachers is essential to know and understand the development of their children’s literacy. In fact, parents have a need to improve their language and literacy skills but they only show interest in getting the training but are not really willing to follow it due to various factors, including time and cost. On the other hand, the time that teachers provide to encourage students to develop their literacy skills is lacking. In some cases, they need to improve their teaching performance by learning from literacy experts. Based on the findings, it is indeed necessary to encourage parents and teachers to improve literacy skills of school children by socio-culturally collaborating to get rid of mismatch between home and school literacy cultures.