E-literary Texts: Reading Materials for School Literacy Movement
Abstract
This research aimed to describe the efforts to provide good and appropriate e-literary texts and for reading material for the school literacy movement, and describe implementation and significance that students should obtain in relation to the mentioned objective. A qualitative descriptive method was used. The data collection techniques used were documents, in-depth interviews, and recordings. The validity of the data is checked by triangulation of data, researcher, method as well as theories. The data were analyzed using content analysis and text analysis. The result was that e-texts can be made available by searching for the materials on the Internet. The choice of e-literary texts for reading material can be done by analyzing their appropriateness in relation to the learners’ level of education. The theme of literary text content must be directed at the character building that is suitable for the school literacy movement program. The program can be applied on an ordinary level, with a 15-minute activity spent reading non-academic books before the learning time begins. The benefit for students is that they will be able to develop cultural literacy and their character building.
Keywords: e-literary text, reading material, school literacy movement
References
[1] Wiedarti P, Kisyani L: Desain induk gerakan literasi sekolah [The master design of the school literacy movement]. Jakarta: Dirjendikdasmen, Kemendikbud; 2016.
[2] Wiedarti P: Panduan gerakan literasi sekolah [Guide to school literacy movements]. Jakarta: Dirjendikdasmen, Kemendikbud; 2016.
[3] Kapaniaris A, Gasouka M, Zisiadis D, Papadimitriou E, Kalogirou E: Digital books taxonomy: from text e-books to digitally enriched e-books in folklore education using the ipad. Mediterr J Soc Sci. 2013; 4: 316–322.
[4] Petrone R: Linking contemporary research on youth, literacy, and popular culture with literacy teacher education. J Lit Res. 2013; 45: 240–266.
[5] Sumiaty N, Sumiaty N: Literasi Internet pada siswa sekolah menengah pertama [Internet literacy in junior high school students]. Jurnal Penelitian Komunikasi. 2014; 17: 77-88.
[6] Ngoc LTT: Discourse-based syllabus for teaching literature to efl learners in vietnam. Indones J Appl Linguist. 2014; 3: 128–139.
[7] Ashraf S, Bano H, Ilyas A, Abur RF: Students’ preferences for the teachers’ characteristics and traits in character building of students with special needs. Mediterr J Soc Sci. 2013; 4: 423–430.
[8] Anwar C: Character education insightful nationality: a multi-cultural approach. Mediterr J Soc Sci. 2016; 7: 182–187.
[9] Bayne S: Temptation, trash, and trust: the authorship and authority of digital texts. E-Learn. 2006; 3: 16–26.
[10] Boyd FB, Ikpeze CH: Navigating a literacy landscape: teaching conceptual understanding with multiple text types. J Lit Res. 2007: 39; 217–248.
[11] Johnson LP: Electronic literary texts: a survey of tools and some strategies for developers. CALICO. 2010; 27: 477–490.
[12] Setiyadi DBP: Discourse analysis of serat kalatidha: javanese cognition system and local wisdom. Asian J Soc Sci Humanit. 2013; 4: 292-300.
[13] Rettberg S, Baldwin S: Electronic literature as a model of creativity and innovation in practice. a report from the hera (humanities in the european research area) joint research project. West Virginia: Center for Literary Computing West Virginia University Press; 2014.
[14] Brück C, Gößling-arnold C, Wertheimer J, Wildgruber D: The Inner Theater: Decoding of Nonverbal Emotional Cues Described in Literary Texts. New York: Sage Publishing; 2016.
[15] Guo J: Electronic literature in china. Comp Lit Cult. 2014; 6: 1-8.
[16] Yuliyati: Model budaya baca-tulis berbasis balance literacy dan gerakan informasi literasi di SD [Cultural model of read-write based balance literacy and movement of literacy information in elementary school]. Jurnal Ilmu Pendidikan, 2014; 20: 117– 126.
[17] Garzón E, Castañeda-peña H: Applying the reader-response theory to literary texts in efl-pre-service teachers’ initial education. Eng Lang Teach. 2015; 8: 187–198.
[18] Mangen A: Hypertext fiction reading: haptics and immersion. J Res Read. 2008; 31: 404–419.
[19] Bobkina J, Dominguez E: The use of literature and literary texts in the efl classroom; between consensus and controversy. Int J Appl Linguist Eng Lit. 2014; 3: 248-260.