The Use of Smartphone Assisted Picture Word Inductive Models to Improve Basic Literacy

Authors

  • Asep Deni Gustiana Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia https://orcid.org/0000-0002-6974-5903
  • Rahman Rahman Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia
  • Tatat Hartati Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia
  • Nana Supriatna Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.31004/obsesi.v7i3.4690

Keywords:

basic literacy, picture word inductive model, smartphone

Abstract

Basic literacy is highly needed to ease students’ understanding of a concept. Therefore, it is necessary to deliver an innovative teaching approach to enhance students’ basic literacy. This study aims to investigate the use of picture word inductive models with the help of smartphones to increase the basic literacy of elementary school students in grade one. This study employed a quantitative approach with quasi experimental methods a pretest-posttest control group design. The population of this study was grade one from elementary school in Bandung City. The sample of this study was two classes (experimental and control) from each school which were selected randomly. The number of samples was 113 consisting of 57 students in the experimental class and 56 people in the control class. To collect data, we used a basic literacy test and analyzed it by using a t-test. This study shows that the use of picture word inductive models with the help of a smartphone can improve basic literacy. The findings of this study are that picture word inductive models with the help of smartphones can facilitate students who have different reading and writing abilities.

Downloads

Download data is not yet available.

References

Borg, G. (2014). Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice. In lNew York and london. Longman publishing Inc.

Calhoun, E. F. (1999). Beginning Reading and Writing With The Picture Word Inductive Model. In Development.

Çetinkaya, F. Ç., Ateş, S., & Yıldırım, K. (2019). Effects of Interactive Book Reading Activities on Improvement of Elementary School Students’; Reading Skills. International Journal of Progressive Education, 15(3), 180–193. https://doi.org/10.29329/ijpe.2019.193.13

Chandra, C., Rahman, R., Damaianti, V. S., & Syaodih, E. (2021). Krisis Kemampuan Membaca Lancar Anak Indonesia Masa Pandemi COVID-19. Jurnal Basicedu, 5(2), 903–910. https://doi.org/10.31004/basicedu.v5i2.848

Christie, J. F., & Roskos, K. A. (2009). Play ’ s Potential in Early Literacy Development. Encyclopedia on Early Childhood Development, 1–6.

Damayanti, I. L., & Febrianti, Y. (2020). Multimodal literacy: Unfolding reading path in children’s picture book and its potential for EFL classrooms. Indonesian Journal of Applied Linguistics, 9(3), 616–627. https://doi.org/10.17509/ijal.v9i3.23212

Daniels, H. (2016). Vygotsky and Pedagogy. In Vygotsky and Pedagogy. https://doi.org/10.4324/9781315617602

Dere, Z. (2019). Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students. Journal of Education and Learning, 8(2), 176. https://doi.org/10.5539/jel.v8n2p176

Febriasari, L. K., & Supriatna, N. (2017). Enhance Environmental Literacy through Problem Based Learning. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012163

Fitria, N., Amelia, Z., & Nurfadilah, N. (2022). Pengaruh Flashcard Path To Literacy terhadap Kemampuan Literasi Baca Tulis. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4039–4048. https://doi.org/10.31004/obsesi.v6i5.2236

Ginsburg, H. P., & Opper, S. (2016). Piaget ’ s Theory of Intellectual Development. 1988, 1–344.

Grimma, R. P., Solaria, E. J., Nancy, & Carolyn. (2018). Running head: EARLY READING SKILL PROFILES Early Reading Skill Profiles in Typically Developing and At-Risk First Grade Readers to Inform Targeted Early Reading Instruction Ryan P. Grimm. https://doi.org/10.1016/j.jsp.2018.05.009

Gu, C., & Lornklang, T. (2021). The Use of Picture-word Inductive Model and Readers’ Theater to Improve Chinese EFL Learners’ Vocabulary Learning Achievement. Advances in Language and Literary Studies, 12(3), 120. https://doi.org/10.7575/aiac.alls.v.12n.3.p.120

Hamiddin, & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608–615. https://doi.org/10.17509/ijal.v9i3.23211

Hartati, T., Andriani, E. N., Supriatna, N., & Nuriyanti, R. (2021). Development of Children’s Literature Book Based on Primary School Students’ Ecoliteration. Social, Humanities, and Educational Studies (SHEs): Conference Series, 4(1), 152. https://doi.org/10.20961/shes.v4i1.48719

Jannah, S. R., Yusuf, M., Choirudin, C., Darmayanti, R., & Ningtyas, D. P. (2023). The Effect of Instructional Media and Interpersonal Intelligence on Early Reading Skills. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(2), 1346–1353. https://doi.org/10.31004/obsesi.v7i2.3515

Jiang, X., & Dwyer Kyle, E. P. (2014). Vocabulary learning through use of the picture-word inductive model for young English learners in China: A mixed methods examination using Cognitive Load Theory. Department of Curriculum and Instruction, Doctor of(3644776), 225. https://doi.org/10.25148/etd.FI14071150

Jiang, X., & Perkins, K. (2013). A conceptual paper on the application of the picture word inductive model using Bruner’s constructivist view of learning and the Cognitive Load Theory. Interdisciplinary Journal of Teaching and Learning, 3(1), 8–17. https://files.eric.ed.gov/fulltext/EJ1063072.pdf

Joyce, B., & Weil, M. (2003). Fifth Edition Models of Teaching. Prentice Hall of India, 1–479.

Kemdikbud. (2021). Modul Literasi Baca Tulis. 1–32.

Khofifah, S., & Ramadan, Z. H. (2021). Literacy conditions of reading, writing and calculating for elementary school students. Journal of Educational Research and Evaluation, 5(3), 342–349. https://doi.org/10.23887/jere.v5i3.37429

Langford, P. E. (2005). Vygotsky’s developmental and educational psychology. In Vygotsky’s Developmental and Educational Psychology. https://doi.org/10.4324/9780203499573

Maulani, S., Musthafa, B., Damaianti, V. S., Agustin, M., & Puspita, R. D. (2021). Applying social cognitive based literacy learning model to improve students’ reading and reasoning skill in Indonesian elementary school. PalArch’s Journal of Archaeology of Egypt/Egyptology, 18(9), 1205–1224. https://archives.palarch.nl/index.php/jae/article/view/9495

Miller, R. (2011). Vygotsky In Perspective. In Vygotsky In Perspective (Vol. 4, Issue 1).

Mohammed Fahad Alsobaie. (2015). The Principal’s Relationship with Teacher and Development Literacy of Elementary School Students. Journal of Education and Practice, 6(35), 149–155. https://www.iiste.org/Journals/index.php/JEP/article/view/27905

Ninawati, M. (2019). Efektivitas Model Pembelajaran Literasi Kritis Berbasis Pendekatan Konsep Untuk Meningkatkan Keterampilan Menulis Kreatif Siswa Sekolah Dasar. Pendas : Jurnal Ilmiah Pendidikan Dasar, IV, 68–78. https://doi.org/10.23969/jp.v4i1.1747

Nurmawati, F., Rukayah, & Budiarto, T. (2020). Peningkatan Keterampilan Menulis Teks Narasi melalui Model Pembelajaran Circuit Learning pada Peserta Didik Kelas V Sekolah Dasar. Jurnal DIdaktika Dwija Indria (Solo), 8(2), 1–7. https://doi.org/10.20961/ddi.v8i03

OECD. (2021). 21st-Century Readers. In Oecd.

Oktadiana, B. (2019). Analisis Kesulitan Belajar Membaca Permulaan Siswa Kelas II pada Mata Pelajaran Bahasa Indonesia di Madrasah Ibtidaiyah Munawariyah Palembang. JIP Jurnal Ilmiah PGMI, 5(2), 143–164. https://doi.org/10.19109/jip.v5i2.3606

Oktafiani, D., & Husnussalam, H. (2021). Improving Students’ Writing Skills in Descriptive Text Using Picture Word Inductive Model (PWIM) Strategy. PROJECT (Professional Journal of English Education), 4(3), 420. https://doi.org/10.22460/project.v4i3.p420-425

Paridawati, I., Daulay, M. I., & Amalia, R. (2021). Persepsi Orangtua Terhadap Penggunaan Smartphone pada Anak Usia Dini di Desa Indrasakti Kecamatan Tapung Kabupaten Kampar. Journal Of Teacher Education, 2(2), 28–34. https://doi.org/10.3100/jote.v2i2.1329

Pratiwi, B., & Puspito Hapsari, K. (2020). Analisis Kemampuan Berpikir Tingkat Tinggi Melalui Pemanfaatan YouTube Sebagai Media Pembelajaran Bahasa Indonesia. Jurnal Ilmiah Sekolah Dasar, 4(2), 282. https://doi.org/10.23887/jisd.v4i2.24238

Pratiwi, I., Solihin, L., Atmadireja, G., & Utama, B. (2020). Belajar dari Pinggiran (P. Retnaningdyah, K. Julizar, & I. Widjaja, Eds.). Puslitjakdikbud.

Putri, D. P., Yuliansyah, M., Al-Banjari, M. A., & Handayani, E. S. (2023). Adiksi Game Online dan Smartphone Terhadap Prokrastinasi Akademik di SMKN Martapura. Jurnal Pendidikan Dan Pendidikan Keislaman, 17(6), 1–12. https://doi.org/10.33578/mbi.v17i6.245

Rahman, Hartati, T., Amelia, D., Rikmasari, R., Yugafiati, R., Hardini, T. I., & Sauri, S. (2020). The Use of Circuit Learning Model in Improving Students’ Writing Skills in Elementary School. 509(Icollite), 586–591. https://doi.org/10.2991/assehr.k.201215.091

Rahman, R., Sopandi, W., Widya, R. N., & Yugafiati, R. (2019). Literacy in The Context of Communication Skills for The 21st Century Teacher Education in Primary School Students. International Journal of Science and Applied Science: Conference Series, 3(1), 101. https://doi.org/10.20961/ijsascs.v3i1.32462

Rahman, R., Widya, R. N., & Yugafiati, R. (2020). Membaca dan Menulis (A. W. Sakti, Ed.; 1st ed.). ALQAPRINT.

Rahman, R., Widya, R. N., Yugafiatu, R., & Sakti, A. W. (2021). Gerakan Literasi Sekolah (A. Sumiati, Ed.; 4th ed.). UPI PRESS.

Rais, M., Aryani, F., Ahmar, A. S., Arfandi, H., & Ahmad, W. K. S. (2018). Learning Media Edu-Games “my Profession†as an Effort to Introduce Various Types of Profession in Early Childhood Education Students. Journal of Physics: Conference Series, 1028(1). https://doi.org/10.1088/1742-6596/1028/1/012091

Rosyada, A. (2018). Improving Students’ Critical Thinking to Develop Variety Essays through Picture Word Inductive Model. UICELL Conference Proceeding, November, 50–57. https://garuda.kemdikbud.go.id/documents/detail/877854

Sari, P. A. P. (2020). Hubungan literasi baca tulis dan minat membaca dengan hasil belajar bahasa indonesia. Journal for Lesson and Learning Studies, 3(1), 141–152. https://doi.org/10.23887/jlls.v3i1.24324

Triwahyuni, E., Degeng, I. N. S., Setyosari, P., & Kuswandi, D. (2020). The effects of picture word inductive model (Pwim) toward student’s early reading skills of first-grade in the primary school. Elementary Education Online, 19(3), 1523–1526. https://doi.org/10.17051/ilkonline.2020.733100

Ul Haq, N. (2021). Penggunaan Smartphone Terhadap Perubahan Pola Sosialisasi Pada Anak Usia Dini. Dinamika Sosial Budaya, 23(2), 304–310. http://dx.doi.org/10.26623/jdsb.v23i2.3427

Widyaningrum, H. K., & Hasanudin, C. (2019). Kajian Kesulitan Belajar Membaca Menulis Permulaan (MMP) di Sekolah Dasar. Pedagogia : Jurnal Pendidikan, 8(2), 189–199. https://doi.org/10.21070/pedagogia.v8i2.2219

Wijaya A., R., Mulyati, Y., Damaianti, V. S., & Sumiyadi, S. (2018). Developing Reading Skills and Beginning Writing through Literary Literacy. 263(Iclle), 135–141. https://doi.org/10.2991/iclle-18.2018.21

Zen, Z., Reflianto, R., Ariani, F., & Hidayati, A. (2023). The effect of flipped digital classroom method using moodle and student engagement on reading comprehension Corresponding Author : 9(1), 1–11. http://dx.doi.org/10.29210/020232668

Zhao, M., & Lornklang, T. (2019). The Use of Picture Word Inductive Model Focusing on Chinese Culture to Promote Young Learners’ English Vocabulary Acquisition. Advances in Language and Literary Studies, 10(4), 105. https://doi.org/10.7575/aiac.alls.v.10n.4p.105

Downloads

Additional Files

Published

05-07-2023

Check Article Index

Google Scholar
Portal Garuda
BASE Index

How to Cite

Gustiana, A. D., Rahman, R., Hartati, T., & Supriatna, N. (2023). The Use of Smartphone Assisted Picture Word Inductive Models to Improve Basic Literacy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(3), 3713–3726. https://doi.org/10.31004/obsesi.v7i3.4690

Issue

Vol. 7 No. 3 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).