Bagian pembuka:

Faculty of Languange and Art, Padang State University.

Corresponding author
Email: [email protected]

ABSTRACT:

This study aims to identify factors that predict students’ reading comprehension skills based
on literacy types. The population is 150 students. Furthermore, a sample of 83 students was
selected using the proportional random sampling technique. The research instrument was a
Likert scale questionnaire and a reading comprehension skills test. The data obtained were
analyzed by analysis of variance (Analysis of Variance / ANOVA). The results showed the
calculated F-value obtained was equal to 5,948, while Sig. At degrees of freedom (DK) 1 and
alpha (α) 0.05 is 0.024, then according to the hypothesis testing criteria through analysis of
variance (ANOVA), Sig. Smaller than 0.05 which means that there are differences in
students’ reading comprehension skills when viewed from the type of literacy.

Bagian isi:

I. Introduction

The reading comprehension skills for students is very important to get information sourced
from texts consisting of facts or various new discoveries and theories, or from books or
magazines and scientific journals and sources of information others (Hamdan, Kana, Din,
Rab, & Siddiqui, 2014). The information obtained from reading is not only for improving
their careers in the future (Ahmadi, Ismail, Kamarul, & Abdullah, 2013; Papatga 2016), but
also for the development of their education. Reading comprehension is one of the needs that
cannot be ignored by students. The emphasis of reading comprehension learning in the first
year is more on the explanations of the vocabulary to help students understand the reading
comprehensively, then followed by reading questions in oral or written form (Amril, 2018;
Amril 2019). One of the abilities to understand reading is influenced by literacy.
Literacy is the ability to identify, understand, interpret, create, calculate and communicate
using visual, sound and digital material across disciplines and in any context. The ability to
read, write and communicate connects people to each other and empowers them to achieve
things that they think are impossible. Communication and connections are the basis of who
we are and how we live together and interact with the world (Van Staden, & Bosker, 2014);
Zimmerer, Skidmore, Chuppa-Cornell, Sindel-Arrington, & Beilman, 2018). Mastery of the
six basic literacy agreed by the World Economic Forum in 2015 becomes very important not
only for students but also for parents and all members of the community. The six basic
literacies include literacy, numeracy literacy, scientific literacy, digital literacy, financial
literacy, and cultural and citizenship literacy.

Indonesian society in the last decade of the 20th century did not yet have a literacy culture
even though we had entered the XXI century, this century for the Indonesian Nation was an
industrial age that was supported by the advancement of sophisticated information
technology, in fact the progress of information technology was very challenging for us to
build a literacy culture ( reading and writing). This reading and writing culture is a form of
manifestation of behavior that includes elements, habits, hobbies, and literacy needs.

We are still classified as primitive if in this century which is the age of modern technology
without reading books. Reading must be able to be a necessity, but the facts show that people
watch or listen more often than read or write. We are not accustomed to doing anything based
on the understanding of reading (Amril, 2018), even we cannot actualize ourselves through
writing. Reading and writing are not yet firmly rooted in our nation’s culture.

The literacy movement that developed in Indonesia refers to many statistics, especially the
release of UNESCO (2012) which says that the level of reading tradition in our country is
very minimal. Based on that, then the government intensively and popularized the literacy
movement with various policies, one of them by making the National Literacy Movement
policy in 2015. Indonesia’s target adult literacy rate in 2015 was 94.7 percent. The biggest
challenge faced in achieving this target is to reduce the number of illiterates who are 45 years
old and above. Data from the International Literacy Association on the global population,
about 12 percent of the world’s population is considered functionally illiterate, with only a
basic or lower literacy rate in their native language. 781 million people worldwide still cannot
read or write, and 126 million young people are illiterate.
 II. Methods

This type of research is a quantitative descriptive comparative type research method

with factorial model design. In addition to descriptive analysis, a comparative study was also
conducted aimed at comparing data obtained from groups in the population, namely reading
comprehension skills in terms of literacy type. The population is 150 students. The sample
was 83 students. This sample was selected using a proportional random sampling technique.
The research instrument was a Likert scale questionnaire and a reading comprehension skills
test. The data obtained were analyzed by analysis of variance (Analysis of Variance /
ANOVA).

III. Finding and Discussion

A. Finding

Overall literacy data were obtained from a sample of 83 respondents. The following is a
translation of overall comprehension reading skills data.
 Table 1. Description of Data

Type of Literacy N Reading Comprehensions

Mean Category

Read and write 23 60 Medium

Numeration 6 62,6 Medium

Science 10 56,7 Medium

Digital 24 82 High

Financial 11 56,7 Medium

Culture 9 71,3 Medium

Total 83 64,88333 Medium

Based on Table 1 it can be understood that the level of reading comprehension skills in terms
of overall literacy type is in the moderate category (S). The average (mean) reading
comprehension skill is the highest, digital literacy.

Furthermore, the results of testing the hypothesis of reading comprehension skills variables in
terms of literacy type through analysis of variance can be seen in Table 2.
Table 2. Anova Test

Source SS Df MS FValue Sig. Inf.

Tipy of literacy 672,124 1 672,124 5,948 0,000 Significant

Note:

SS = Sum Squares MS = Mean Squares

Dk = Degree of Freedom Information = Information

Based on Table 2, it can be understood that the reading literacy variable is high, medium and
low, the calculated F-Value value is 5.948, while sig. At degrees of freedom (DK) 1 and alpha
(α) 0.05 is worth 0,000, then according to the hypothesis testing criteria through ANOVA, sig.
Smaller than 0.05 which means that there are significant differences in reading
comprehension skills between types of literacy.

B. Discussion

Literacy is a starting point for quality education and an important tool to enable people to
access information and knowledge for better work and life (Baggia, Znidarsic, Borstnar,
Pucihar, Sorgo, Bartol, & Dolnicar, 2016). Indonesia has a reading problem. Although adult
literacy rates are reported to be 95%, most of the available evidence shows that the average
ability of Indonesian adults to understand and utilize written information is very low
(Patience, 2017).

This low level of reading skills is consistent with previous PISA results and was further
substantiated by the OECD Adult Skills Survey. As Lant Pritchett wrote, this found that
highly educated people in Indonesia were far behind global standards, with the average
population of Jakarta with tertiary education having lower literacy skills than the average
school graduate in OECD countries.

Improving literacy skills throughout Indonesia is also very important because reading is
arguably an extraordinary learning tool, through which most other skills and knowledge are
acquired. This means that the ‘friction’ of the low level of reading comprehension skills will
be felt at each stage of this large and diverse state effort to improve the quality of its
education. In contrast, the results obtained from increased literacy skills are enormous and
include increasing the effectiveness of existing learning opportunities and reopening wider
returns for education for individuals and nations. These benefits will last a lifetime.

The results showed that reading comprehension skills can be seen from the type of student
literacy. According to Clay and Ferguson (2001), the information literacy component consists
of 6 parts, namely; (1) early literacy, (2) basic literacy, (3) library literacy, (4) media literacy,
(5) technological literacy, and (6) visual literacy. Early Literacy, is the ability to listen,
understand spoken language, and communicate through images and spoken formed by his
experience interacting with his social environment at home. Basic Literacy is the ability to
listen, speak, read, write and count related to analytical skills to calculate, perceive
information, communicate, and describe information (drawing) based on understanding and
drawing the personal inference. Library Literacy, among others, the ability to understand the
System as a classification of knowledge that makes it easy to use the library, understand the
use of catalogs and indexing; Media Literacy, the ability to know various forms of different
media, such as print media, electronic media (radio media, television media), digital media
(internet media), and understand their intended use. Technology Literacy, namely the ability
to understand the completeness that follows technology such as hardware, software, and
ethics and etiquette in utilizing technology. Next, the ability to understand technology for
printing, presenting, and accessing the internet. Visual Literacy is an advanced understanding
between media literacy and technology literacy, which develops learning abilities and needs
by utilizing visual and audiovisual materials critically and with dignity.

The results of data analysis also show that all literacy components affect reading
comprehension skills. This is in accordance with the objectives of literacy, including helping
to increase public knowledge by reading a variety of useful information (Zimmerer,
Skidmore, Chuppa-Cornell, Sindel-Arrington, Beilman, 2018). Enhance one’s ability to
provide a critical assessment of a paper, help foster and develop good character in a person.
Enhance the value of one’s personality through reading and writing activities, fostering and
developing literacy culture in the midst of society at large (Lafontaine, Dupont, & Schillings,
2018); help improve the quality of one’s use of time so that it is more useful.

Data based on the type of literacy reading can be seen that reading comprehension skills are
in the medium category, meaning that students are not yet optimal in developing literacy.
Globally, at least 750 million young people and adults still cannot read and write and 250
million children fail to acquire basic reading skills. This results in the exclusion of low-
educated and less skilled youth and adults from full participation in their community and
society (UNESCO, 2019). Besides, the importance of literacy is also reinforced by
technological change. The results showed that digital literacy affects students’ reading
comprehension skills. Students who are skilled in utilizing digital media will be able to read,
understand, and most importantly, evaluate and filter information and will be able to reap the
benefits of online resources, while those who lack equipment will have difficulty obtaining
information (Nel, 2018). The high use of digital literacy is also strengthened by data that
conclude that on average every day Indonesian people use the internet through any device: 8
hours, 36 minutes (Riyanto, 2019).

IV. Conclusion and Recommendation

Based on the results and discussion data, it can be concluded that the level of reading
comprehension skills is different when viewed from the type of student literacy. Students
with digital literacy type have high reading comprehension skills. This research has
implications that in achieving a comprehensive understanding of reading, a good literacy
culture is needed.

Bagian penutup:

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