Shifting The Reading and Writing Teaching Approach from
Conventional to Literacy
By: Denny Nugraha
TBI-B-4
IAIN Syekh Nurjati Cirebon
Introduction
This paper will address the importance of shifting the language
teaching focused on reading and writing through literacy approach. Literacy
approach is chosen because it is the best approach to change the old
perspective of language teaching that literature is separate subject in the
teaching of reading and writing. However, literature is inseparable part from
language teaching mainly in reading and writing. During this time, language
teachers and curriculum makers viewed literature as a separate subject and tend
to give emphasis in allocating more time for language teaching without
literature.
The point of view of the teaching of reading and writing should be
shifted from conventional approach to literacy approach. Language teachers
should realize that literature is inseparable part of teaching reading and
writing. Thus, the teaching of reading and writing should be placed into four
connected dimensions: linguistics (text), cognition (mind), growth (process),
and socio-culture (context).
The Importances of Literacy Approach in The Teaching Reading and
Writing
First, both reading and writing need wide knowledge and
understanding about linguistics (text). For example, the system of language to
establish meaning (morphology, syntax, semantics etc), similarities and
differences of written and oral language, and language diversity that is used
in various contexts (group, ethnic, religion etc). Particularly in reading,
literature is also considered to enhance understanding of problems faced by
humankind. Then it is language teaching’s goal to produce human functionally
which is able to read and write, literate, and showing appreciation in
literature.
Second, the cognitive
dimension of literacy approach should have space in teaching reading and
writing. This dimension contains knowledge about text analysis and critical
thinking skill. For instance, the behavior of being active, selective, and constructive
in reading and writing (also literature), using schemata to establish meaning,
and applying mental process and strategy to produce meaning (predicting,
monitoring, evaluating, revising, responding, concluding, building coherence
etc) that are adapted with text type, purpose, and audience. Thus, establishing
literacy means to apply those skills.
Third, reading and writing activity is the growth process of humankind
to be literate. Being literate is the process of learning “to be” continuously
through long life education. Literacy approach as the growth assume that literacy
achieved in the first level is the foundation for literacy development in the
next level. Thus, language teaching should view the language functionally to
help students in every level of education. Literacy growth from elementary to
university is different. So that, language teaching should consider the growth
aspect of students.
Fourth, teaching language specifically means to teach socio-cultural
awareness of social and cultural diversity. In Indonesian context,
multicultural understanding should be comprehended as well as possible through
language teaching. In addition, literature gives the best example of
multicultural education. It is because literature is something from which
students get various social and cultural awareness. For example, the awareness
of tolerance, mutual respect understanding, cross-cultural understanding,
caring, responsibility, and cooperation are social and cultural education
offered by literature. These virtues are universally recognized as essentials
of human beings. Finally, to teach reading and writing is ultimately to develop
true language literacy, which can only be achieved through social and cultural
literacy.
Conclusion
In conclusion, language teaching (language arts) fundamentally can create
literate and cultural human that are able to use the four dimensions above in simultaneous,
active, and integrated ways. In other words, they should functionally be able
to read and write and show high appreciation towards literature. Language
teaching (reading and writing) through literacy approach is expected to be able
to change the old perspective that literacy only teaches about language skills
and marginalize the appreciation against literature. Precisely through the
literature, students can understand multicultural or socio-cultural context of
life.
References:
Alwasilah,
Chaedar. 2012. Pokoknya Rekayasa Literasi. Bandung: PT Kiblat Buku Utama
2014. Islam,
Culture, and Education. Bandung: PT Remaja Rosdakarya
Tidak ada komentar:
Posting Komentar