AN ANALYSIS OF TEACHERS’ TECHNIQUE IN

INTEGRATING LITERACY SKILLS AT SMAN 4

SINGARAJA

By

Made Ari Juli Handayani

1612021086

6C

ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGE AND ART

GANESHA UNIVERSITY OF EDUCATION

2019/2020
 TABLE OF CONTENT

Table of Content................................................................................................................ ii

List of Table

A. Background of the Study ........................................................................................ 1

B. Identification of Problem ........................................................................................ 2
C. Limitation of the Study ........................................................................................... 2
D. Research Problem ................................................................................................... 3
E. Research Objectives ............................................................................................... 3
F. Research Significant .............................................................................................. 3
1. Theoretically .................................................................................................... 3
2. Practically ........................................................................................................ 3
G. Research Scope ...................................................................................................... 4
H. Theoretical Review ................................................................................................. 4
I. Empirical Review.................................................................................................... 5
J. Research Method .................................................................................................... 7
1. Research Design ............................................................................................... 7
2. Setting of the Study........................................................................................... 8
3. Subject of the Study .......................................................................................... 8
4. Object of the Study ........................................................................................... 8
5. Procedure of Data Collection ............................................................................ 8
1. Observation ................................................................................................ 8
2. Video Recording ........................................................................................ 9
3. Interview .................................................................................................... 9
6. Research Instrument ........................................................................................ 9
1. Researcher .................................................................................................. 9
2. Video Recording Device ............................................................................ 9
3. Observation Sheet ...................................................................................... 9
4. Interview Guide .......................................................................................... 9
7. Technique of Analyzing Data ........................................................................... 10

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A. Background
Nowadays, it will be familiar issues that digital and technology becomes a
favorite thing for someone in their daily life. Everybody influence by technology and
without technology someone will difficult to socialize with others in this era of 21st
century. The 21st Century is indicated by digital and technology (Trilling & Fadel in
Padmadewi, et.al, 2017). Improvement of technology like social media such as
Facebook, YouTube, Instagram, and WhatsApp gives positive as well as negative impact
for everyone. The positive impact like easily to access many information in the world,
however the negative impact is creating hoax. Wrong information, manipulations of fact
easily happens in this era. All of those problems happened because of the lack of literacy.
Literacy is about the abilities of someone's writing and reading skill (Gagne, et al,
2012). In learning literacy in this era is reflected the ability to use technology for
obtaining and communicating information. If we have lack of literacy it will be
influenced our understanding in every context. Furthermore, Literacy refers to reading
and writing activities in order to understand the variety of context, (Pilgrim and Martinez,
2013). Besides that, it is good for everyone to know about literacy skill in the early stage.
Then, literacy skill is important for people in the daily life which have the effect for the
future and the carrier.
Introducing a literacy skill for student in the early stage must have good teacher
with a good communication and also techniques in teaching literacy skill in the
classroom. Communication is an integral part of human life, people communicate in
different ways to express their thoughts, feelings, knowledge, skills, and ideas (Butt and
Iqbal, 2012: 2). Besides, technique is how the teacher teaches students in order to get the
main goals in learning process. Then, the teachers with a good communication and also
technique in teaching will make students want and interest to learn literacy which has a
good effect for the students.
In this era with a good technology, it will help students in improving their literacy
skill. By supporting learning with technology, they will interest to learn because in
technology, there are provide a media which helps them easily to learn. So, it has a good
effect for the students that make the students have a good literacy skill and Curriculum
2013 Literacy Integrate.

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 However, students are still with a low literacy skill especially in English subject,
lack of technique in integrating literacy, and cannot use technology as the media to help
in improving literacy skill. According to (Padmadewi, Artini, and Nitiasih, 2018) state
that there are six major techniques which identify for building the character and literacy
for the students in the classroom namely: empowering reading log for shaping reading
habit and discipline, implementation of Reading Response Journal to provide scaffolding,
the use of Newspaper Club as a co-curricular activity, implementation of Empowering
Houses to enhance literacy improvement, Project based learning technique, and
employment of Cooperative Literacy.
Teachers’ technique is one of the key of students have a good literacy skill.
Mostly, the teachers with a good and suitable technique in teaching literacy skill will has
affect for the students itself and get the main goals of teaching and learning process in the
classroom. So, that’s the reason of the writer interest to analyze the teachers’ technique in
integrating literacy skill which conducts at SMAN 4 Singaraja.
Thus, this study is conducting in order to: to find out English teachers’ techniques
in integrating literacy skill in the classroom, to analyze the students’ difficulties in
literacy skill, and to reveal the contributions of literacy skill in English subject

B. Identification of the Problem

In this era which familiar to use technology that makes help student to increase
their literacy skill especially in reading and writing skill. However, it is not totally true.
There are some students still with low in English subject especially in literacy skill.
Furthermore, to make students improve their literacy skills need a teacher with good
techniques in teaching. Nevertheless, not much researcher conducts the study about the
teachers’ techniques in integrating literacy skill. Then, the researcher is highly motivated
to analyze the teachers’ techniques in integrating literacy skill, the student’s difficulties in
literacy skill and the contribution of the literacy skill at eleventh grade of Senior High
School Students at SMAN 4 Singaraja.
C. Limitation of the Study

This study focuses on analyzing the English teachers’ techniques in integrating

literacy skill, to reveal what are the students’ difficulties in literacy skill and finding out

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 the contribution of literacy skill in English education. This study is conducting in the
English subject classroom at SMAN 4 Singaraja particularly at eleventh grade students in
academic year 2019/2020.

D. Research Problem
Based on the background of the study above, there was three research problems
investigated, as follows.
1. What are English teachers’ techniques in integrating literacy skill in the classroom?
2. What are the students’ difficulties in literacy skill?
E. Research Objectives:
Based on the three research problems above, the research objective of the study are:
1. To find out English teachers’ techniques in integrating literacy skill in the classroom.
2. To analyze the students’ difficulties in literacy skill.
F. Research significances
The significances as well as the benefits of this study are stated in theoretical and
practical views which can be seen as follows.
1. Theoretically:
The result of this study is expected to be one contribution to the development of
knowledge and theoretical insight about teacher’s techniques in integrating literacy
skill that commonly used by the teacher, especially in EFL classroom.
2. Practically:
1. For Teachers:
a. Improving teacher’s competency in literacy skill in the classroom.
b. Showing how the literacy skill is very important for the students.

2. For Students:
a. Improving students in literacy skill.
b. Increasing the literacy skill of students.
c. Increasing the understanding of literacy skill for students.

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 3. For Other researchers:
The result of the study is for the other researchers, it can help them to know more
about literacy skill, how important it is for the children, student, or others in the
classroom or community. It can help them to implement or teaches her or his child of
literacy skills. Then, this study is expecting to be used reference as similar future
study.
G. Research Scope
In this study focuses on teachers’ techniques in integrating literacy skill in the
English subject classroom at SMAN 4 Singaraja. In this study will analyze the teachers’
appear during teaching and learning process in the classroom, the students difficulty in
literacy skill, as well as its contribution of literacy skill in English subject. This study will
conduct during even semester, in the academic 2019/2020.
H. Theoretical Review
1. Definition of 21st century
21st century is about highlight, globalization, and internationalization
Which means that all using technology or online, (Boholano, 2013). Besides, 21st
century is the learner should posses of self direction and an ability to be able to
collaborate between individuals, groups, mechanic or technology, (McCoog,
2008).
Based on the explanation above, it could be conclude that 21st century is
about technology or online which as the learner should be able to possess both
self direction and an ability which is able to collaborate individuals, groups, and
mechanics. In 21st century, literacy skill is trending. Literacy skill is one of the
skills that has important role in this era; as we know that 21st century is mostly
using technology in order that everyone can prepare their self in 21st century by
literacy skill.
2. Definition of literacy skill
According to (Padmadewi, Artini, and Nitiasih, 2018) stated that literacy
is kinds of activities in reading and writing in the real world in order to
understand about real world itself. On the other hand, literacy is the ability which

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 constructs the ability of reading and writing skill, (Owocki, 2001; Morrow, 2007;
Neuman and Roskos, 1993).
Based on the some definition above, it could be conclude that literacy skill
is ability or skill of reading and writing which to understand about the real world.
Furthermore, in this era still have students with low literacy skill. It is because of
the communication between the teachers with the students which is not well.
3. Definition of communication
According to Sutiyatno (2015: 27), communication means the basis of all
human contact, which is a central to human life. People do communication with
different ways. One of the most important ways is through language. More
specifically, according to Negi (2009: 101), communication is an ongoing process
of sending and receiving messages that enable human to share knowledge, ideas,
thoughts, information, feelings, emotions, and attitudes.
As a conclusion, communication is the way of human to express their
feeling, knowledge, thought, information, emotions, and attitude through
language.

I. Empirical Review
1. Padmadewi, Artini, and Nitiasih (2018) conducted research about technique for
building character and literacy for 21st century education. The subjects of the study
are 56 students for grade 4, 5, and 6 in Bilingual school in Bali. That study used
observations and depth interview to collect the data. The teachers used several
techniques in teaching literacy school in the classroom. Then, through those
techniques the students can improve their literacy skill and their behavior identified a
good character.
2. Cole and Feng (2015) conducted research about effective strategies for improving
writing skills of elementary English language learners. The subject of the study is
students in elementary school. The study were collected the data by post-test because
the study use mix method which are quantitative and qualitative research. The result
of the study show that through used technology in learning, the students can improve
their writing skill of ESL students.

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3. Puspita et al, (2017) conducted research about improving students reading
comprehension ability through integrated thematic learning with school literacy
movement support. The subject of the study was 126 students. In the study, the
researcher conducted the elementary school of fifth grades of the students that located
in Bandung. The study used quasi-experimental method that used pretest and posttest
design. Then, the result of the study was a significant effect of ITL to improve
reading comprehension ability in fifth grade students.
4. Aulia, Poedjiastutie, and Agustini (2018) conducted research about the effectiveness
of guided inquiry-based learning material on student’s science literacy skill. The
subject of the study was eleventh grade of senior high school students in
Muhamadiyah 4 in Surabaya. The researcher used observation, validation, test, and
questioner to collect the data. The result showed that used guided inquiry-based
learning was effective to improve student’s science literacy skill.
5. Ariati, Padmadewi, and Suarnajaya (2018) conducted research jolly phonics: effective
strategy for enhancing children English literacy. The study was conducted in one of
the bilingual school in Denpasar, Bali. The study was descriptive qualitative as a
research design and used observation, documentation, and interview to collect the
data from the teachers. Furthermore, the result showed that the teachers success to
implement five techniques of jolly phonics to improve students overall English
literacy skill.
6. Patmanthara and Hidayat (2018) conducted research improving vocational high
school students’ digital literacy skill through blended learning model. The study taken
was 172 students which 85 experimental groups and 87 control group students. The
study used experimental design with pretest and posttest control group design. The
result showed that there are significant differences between the control classes and the
experimental classes, which mean that in implementing blended models, are able to
improve students’ digital literacy skill.
7. Aratusa (2017) conducted research the use content-based summarizing technique in
improving students’ reading skill of madrasah. The study implemented in two
different senior high school which is used experimental design with pretest and
posttest control group design. The result showed for the school that implemented

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 CBST in teaching and learning process was the students can improve their literacy
skill while for the school that cannot implemented CBST still low in literacy skill.
Based on the explanation above, it could be conclude that the students can improve
their literacy skill by used CBST technique.
From the above seven studies, there are several similarities that can be found
because of the seven studies has the same subject is about the techniques in
integrating literacy skill which also the function. The researcher conducts the same
study which has the same subject too. Those studies above will use to help the
researcher to finish this study. However, these seven studies still have unclear
information about the techniques. Therefore, the writer trying to draw the clear
information and through this study the writer trying to shed the light about the deeper
of the students difficulties in literacy skill which the cause of students low in literacy
skill.
J. Research Method
1. Research Design
Design of the study uses in this research is qualitative research. Qualitative
research is associated with a range of different methods, perspective, and approaches.
The term of qualitative can be taken refers to research that is based on description
data that does not make (regular) use statistical procedures. Qualitative research is a
means for exploring and understanding the meaning individuals or group ascribe to a
social or human problem, (Sugiyono, 2014, p.14). In the process, it involves emerging
questions and procedures, collection data in the participants' setting analyzing the
data inductively, building from particulars to general themes, and making
interpretations of the meaning of data.
Based on the explanation above, the data will present and analyze descriptively in
which the researcher is the key instrument in this research. It analyzes the teachers’
techniques in integrating literacy skill in the classroom, the student’s difficulties in
literacy skill, and the contribution of literacy skill in English subject. Therefore this
research belongs to qualitative research.

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2. Setting of the Study
This study is conduct at SMAN 4 Singaraja, which is located at Jl. Melati, Banjar
Jawa, Kec. Buleleng, Kabupaten Buleleng, Bali. The data are recorded during
teaching and learning process in this school. This school is chosen because of SMAN
4 Singaraja is one of favorite school in Singaraja but the students still have inadequate
level English mastery.

3. Subject of the Study

The subjects of the study are two English teachers and forty students’ of eleventh
grade students at SMAN 4 Singaraja. The purpose of the study are describing,
categorizing, finding the techniques in integrating literacy skill that used by the
teacher in teaching and learning process.
4. Object of the Study
The object of the study is teachers’ technique in integrating literacy skill that uses
by the English teachers in the classroom of eleventh grade students at SMAN 4
Singaraja. The researcher choose teachers’ techniques in integrating literacy skill
because of the low
5. Procedure of Data Collection
In order to collect the data, there are three method use namely observation, video
recording, and interview.
1. Observation
Observation is the activity done by the researcher to observe the situation
and activities in the class about how the teachers teach English to the students.
Observation uses to obtain data of technique use by the teachers in teaching
and learning process.
2. Video Recording
Video recording uses to collect the data which to get the clear picture
about the real teachers techniques that uses the teachers in teaching and
learning process. According to Maver (2012:2) state that the advantages of
video recording is that episodes can be multiply revisited in refining a
transcript. The researcher decided to use video recording in order to be able to

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 catch the moments the moment when the teachers use techniques in
integrating literacy skill in the classroom.
3. Interview
Interview is conduct by the researcher to find out the data of students
difficulties in literacy skill and to find out the contribution of literacy skill in
English subject. The researcher has interview only two teachers.

6. Research instrument
There are three instruments that the researchers use namely, researcher, video
recording device, observational sheet, and interview guide.
1. Researcher
The researcher has an important role in this study because the researcher is
the key instrument. The researcher observes and records the teaching and
learning process in order to be able to catch the moment when the teachers use
the techniques in teaching and learning process in the classroom.
2. Video Recording Device
Video recording device is use to record teachers’ techniques in integrating
literacy skill during teaching and learning process, so the whole situation and
also condition in the class display later, especially for capturing the techniques
in integrating literacy skill during teaching and learning process in the
classroom.
3. Observational Sheet
Observational sheet is using to take data of preliminary observation for
obtaining data of the techniques use by the teachers in teaching English
subject of eleventh grade students at SMAN 4 Singaraja.
4. Interview guide
Interview is conduct by the researcher to gain the data of what the
student’s difficulties in literacy skill and the contribution of literacy skill in
English subject. Then, the researcher uses open-ended question.

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7. Technique of Analyzing Data
In this study, the researcher analyzes the data qualitative. In means that the
researchers will use the result of observation, video recording, and interview to
analyze the data that has been obtained in this study. Therefore, the qualitative data
analysis process conducted is an interactive process, and takes place continuously
until the data is considered as complete data. According to Miles and Huberman
(1984), propose three systematic activities in analyzing data, namely: data reduction,
data display, and conclusion drawing or verifying.
8. Research Schedule
Table 1. Research Schedule
No Schedule Time of Month
1 2 3 4 5 6
1 Proposal Writing
2 Seminar Proposal
3 Revising
4 Instrument
Validation
5 Revising
6 Data Collecting
7 Data Analyzing
8 Revising

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