LITERACY IN INDONESIAN LANGUAGE AND LITERATURE STUDY PROGRAM STUDENTS

LITERACY IN INDONESIAN LANGUAGE AND LITERATURE STUDY PROGRAM STUDENTS

Literacy in Indonesian Language and Literature Study Program Students OVERVIEW: In general, literacy is defined as the ability to read and write based on age. In this study, it refers to literacy in the field of literature, especially knowledge and interest in reading literature. The purpose of this study was to describe literacy in the field of literature in students of the Indonesian Language and Literature Study Program, Faculty of Teacher Training and Education, UNSUR (Suryakancana University) in Cianjur, West Java, Indonesia. This research is motivated by the issue of low literacy skills. Descriptive methods are used to achieve these goals. The instruments used were closed and open questionnaires. The closed questionnaire was used as a tool to capture literary knowledge, while the questionnaire is open to dig into the impact of the literary work read. The literary reading category is in the form of poetry collection books, a number of novels, short story collections, as well as drama script books. The results show that in general, students’ literary literacy in terms of knowledge is still very low, especially literature that belongs to the classical, while the ability to express impressions on reading otherwise. In conclusion, to measure literary literacy ability is not accurate if knowledge is made the only literary literacy tool. KEYWORDS: Literary literacy, poetry, novels, short stories, drama scripts, interest in reading, students, as well as the progress and prosperity of the nation. ABSTRACT: This article entitled “Literature Literacy of Students at the Study Program of Indonesian Language and Literature”. In general,

INTRODUCTION The existence of literary works for life, until now, has been recognized for its various benefits, apart from being education and entertainment, it is also recognized as being able to increase one’s appreciation, expression, and creation. Increasing the various powers of course requires a variety of activities. The more intensive the activity is carried out, the

higher one’s appreciation, expression, and creation will be. This is evidenced by several studies and research results, including Yus Rusyana (1984) and Siti Maryam (2003). In connection with the study of reading literacy, Suhendra Yusuf (2013) reports that the comparison of the mean score of reading literacy for seventh grade students in SMP (Junior High School) is as follows: 75.5 (Hong

Dr. Hj. Siti Maryam, H. Daud Pamungkas, M.Pd., and H. Aan Suwandi, M.Pd. is a Lecturer who teaches Reading at the Indonesian Language and Literature Study Program at the Teacher Training and Education Faculty of UNSUR (Suryakancana University) in Cianjur, West Java, Indonesia. The author’s email addresses are: yams1964@yahoo.com daudp65@hotmail.co.id , and aansuwandimbr@yahoo.co.id

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Kong), 74.0 (Singapore), 65.1 (Thailand), 52.6 (Philippines), and 51.7 (Indonesia). This study also reports that Indonesian students are only able to master 30% of reading material, because they experience difficulties in answering reading questions that require understanding and reasoning (in http: // www.indexmundi.com/indonesia/literacy.html, 12 / 11/2012). At the student level, Dewi Wulansari (2011) revealed that the low level of education was influenced, among other things, by the low literacy culture among students. Students are the biggest contributor to literacy culture in our country. However, over time, the reading tradition of students turned to oral traditions. Students now tend to seek information through electronic media. Students prefer to have information that is “read out”, acts as a “passive reader” who quietly chews all the perceptions expressed by television. Not to mention that the culture of hanging out in cafes, malls, and watching movies has increasingly marginalized students from the tradition of reading. Daniel A. Wagner (2000) asserts that low literacy rates are closely related to high school drop-out rates, poverty, and unemployment. These three things are part of the indicators of low HDI (Human Development Index). Creating a literate generation is a bridge to a prosperous society that is critical and caring. Critical for all information received so that they do not react emotionally; and care for the environment. Creating a literate generation requires conducive processes and facilities. The ideal environment for children’s literacy development must synergize families, schools and communities. The Indonesian Language and Literature Study Program has a superior and religious vision in the development of the Indonesian language and literature education profession. The vision is derived into several missions, including: (1) Organizing education and learning Indonesian language and literature which is religious, educational, and scientific; and (2) Carry out language research 212

and Indonesian literature which is religious, educational, and scientific. The two missions are operationalized in the objectives of the study program. The objectives related to literature, among others, are “to create a community that has a positive attitude towards the development of Indonesian literature” (Resmini, 2013). To form a positive attitude towards the development of Indonesian literature requires intensive efforts. According to the signals, this positive attitude towards literature is difficult to form so that there are still many teachers or lecturers in the field who rarely present literary lessons. Students or students often learn about literature so that their appreciation, expression, and creation are minimal. Life in the information age is marked by the rapid flow of information thanks to advances in science and technology (science and technology). In order to excel in life, the ability to absorb various information is very vital. One of the abilities referred to is the ability to read. The ability to read is really needed to absorb the flood of written information. The importance of reading for life has long been recognized. This was especially felt by students. Improving reading skills needs to be considered together, both by the school, government, and society. Increasing reading skills cannot be separated from efforts to develop reading interest. Reading interest is one of the factors that greatly affects a person’s reading ability. In general, our society’s interest and ability to read Indonesian is very low. Taufik Ismail, at the 1998 Language Congress, stated the results of his research that high school graduates (high school) in Germany have read an average of 32 books, the Netherlands 30 books, 12 books in Russia, 32 books New York (United States), 15 books Switzerland, 15 books Japan, Singapore 6 books , Malaysia 6 books, Brunei 7 books, and Indonesia 0 books (Ismail, 1998). This condition certainly cannot be tolerated, it needs handling from various parties.

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Likewise, the Indonesian Language and Literature Study Program, FKIP (Faculty of Teacher Training and Education) Suryakancana University in Cianjur, West Java, Indonesia continues to strive to improve such conditions so that they are better. Clearly, research problems can be identified as follows: (1) Students’ knowledge of literary works; (2) Student interest in reading literary books; (3) Type of literary reading; (4) Students’ impression of literary reading; and (5) Efforts that need to be made in growing literary literacy. Of course, these efforts require stages, they cannot be overcome all at once. This research will be limited to aspects of knowledge, types, interests, and students’ impressions of the literary works they read. has not arrived at the efforts that need to be made in fostering literary literacy. Therefore, literary literacy research is considered important. OBJECTIVES, BENEFITS, AND RESEARCH METHODS The main objective of this research is to describe literacy in the Indonesian Language and Literature Study Program FKIP UNSUR (Faculty of Teacher Training and Education, Suryakancana University) in Cianjur, West Java, Indonesia, especially to find out literacy knowledge. literature and students’ impressions of their reading. The results of this study are very useful for lecturers in Reading and Literature courses, especially to improve the quality of lectures. The results of this study serve as a barometer of students’ literacy competence in the Indonesian Language and Literature Study Program, FKIP UNSUR. More specifically, This research is also very useful for improving the quality of students, both academically and personally. The research method used is descriptive. The population of this study were students of PBSI (Indonesian Language and Literature Education) semester IV of the 2012/2013 academic year. The samples were those who filled in and returned

questionnaire totaling 30 people. This research was conducted from March to August 2013. The research data came from two sources, namely primary data in the form of questionnaire answers; and secondary data comes from books, journals, and the internet. The data is verbal (qualitative), in the form of student impressions written on an open questionnaire; while in a closed questionnaire, students choose the answers provided. Data analysis was carried out in six stages, namely: (1) Collecting all data and reading it; (2) Describe and classify the data; (3) Calculating the percentage in a closed questionnaire; (4) Comparing data; (5) Interpreting the open questionnaire answer data; and (6) Draw conclusions. ABOUT LITERATION Definition of Literacy. In simple terms, literacy means the ability to read and write, or literacy (Resmini, 2013). In the present context, literacy has a very broad meaning. Literacy can mean literacy in technology, politics, critical thinking, and being sensitive to the environment. Irwin S. Kirsch & Ann Jungeblut (1986) and Ninik Sri Widayati (2011) define contemporary literacy as a person’s ability to use written or printed information to develop knowledge, thus bringing benefits to society. Furthermore, a person can only be said to be literate if he can already understand something because he reads and does something based on his reading comprehension. Dewi Wulansari (2011) states that literacy is a term that has many derivatives, according to the subject. Literacy includes, among others, media literacy, technology literacy, computer literacy, political literacy, and new literacy studies. Indeed, originally literacy refers to the ability to read and write, but now that definition is not sufficient. Especially when connected with the high technology context that characterized the 2000s. So, literacy standards also vary, according to what defines and depends on 213

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on many factors that influence, for example, society, facilities, needs and functions. The United States, for example, establishes three standard literacy areas for young adults. First, prose literacy related to reading and interpreting skills. Second, document literacy, which requires being able to identify and use information in various forms of documents. Third, quantitative literacy, which involves the use of numbers in the content of information on printed materials (Bawden, 2001). In relation to the various definitions above, in this study literary literacy is applied in the form of student reading activities on types of poetry, stories, and dramas; while literary writing activities are carried out by students when they express their impressions of the literary works they read. Benefits of Literacy. Recently, literate generation is absolutely necessary so that the Indonesian nation can rise from adversity, even compete and live on an equal footing with other nations. In this context, the family is very dominant in the development of children’s literacy. The research results show that generally children start learning to read and write from their parents at home. They will enjoy reading if they see their parents or other family members at home frequently reading books, newspapers, or magazines. Children can actually be stimulated to love reading, even when they are still in their mother’s womb. Pregnant women who often read books to the fetus they are carrying tend to give birth to children who then love to read. Early childhood education, which is getting more and more attention from the community, should be able to increase children’s reading interest. Reading aloud activities, or reading aloud, for children should be done as early as possible. This can replace bedtime storytelling activities that have been a tradition of parents in our society for a long time. A mother can also foster a reading enthusiasm for her child by inviting the child to do activities that involve reading activities, such as reading recipes, often writing 214

messages for children, and ask for written replies, and ask children to borrow books from the school library. This activity is the first step in transitioning from a culture of speech through fairy tales to a culture of reading. Reading aloud is very beneficial for children. Nicole Niamic, in The Benefits of Reading to Your Children, said that if parents read story books to children from an early age, they have actually introduced the child to another exciting world (in Priyanto, 2009). This habit will even determine their future academic success. Two year olds, to whom books are often read every day, tend to perform better when sitting in kindergarten (Kindergarten) or elementary (Primary School) and have the ability to learn and communicate 2-3 times better than children who only read books a few times a week. Especially compared to the never at all. Further research suggests that children who are accustomed to reading, or reading books from an early age, tend to have better mathematical skills (Depdiknas RI, 2004). This relationship between reading and academic ability has nothing to do with the economic ability and level of education of parents. Other research also confirms that loud reading has other positive effects, such as strengthening the loving relationship between parents and children, introducing children to oral and written language, improving children’s language skills, make children enjoy the world of learning as entertainment, and at the same time broaden their horizons and knowledge (Depdiknas RI, 2004). The spirit of fond of reading must also be transformed into the world of education. The education system needs to be reformed so that it is able to develop children’s literacy skills from an early age. Teaching in schools should be more directed at developing students’ creativity and critical thinking. Starting from SD (Elementary School), children must be familiarized with the task of reading and making journals, or reading reports. With journals, they have the freedom to express opinions about the books they read. The education system needs to be reformed so that it is able to develop children’s literacy skills from an early age. Teaching in schools should be more directed at developing students’ creativity and critical thinking. Starting from SD (Elementary School), children must be familiarized with the task of reading and making journals, or reading reports. With journals, they have the freedom to express opinions about the books they read. The education system needs to be reformed so that it is able to develop children’s literacy skills from an early age. Teaching in schools should be more directed at developing students’ creativity and critical thinking. Starting from SD (Elementary School), children must be familiarized with the task of reading and making journals, or reading reports. With journals, they have the freedom to express opinions about the books they read.

EDUCATION: Journal of Educational Studies, 3 (2) December 2013

This will increase the children’s reasoning and critical power, which is the beginning of a literate generation. If done correctly, critical power can have a positive impact on the progress of society. Literacy-based curriculum by the government should support the movement to love reading. For kindergarten and elementary education levels, literacy-based curricula must be able to instill reading enjoyment, or reading preoccupation, in students. This process needs to be supported by teachers’ knowledge about differences in spoken and written language, training in phonic pronunciation or letter sounds, vocabulary recognition, understanding and response to narrative and exposition texts, and independent reading and writing (Depdiknas RI, 2004; and Resmini, 2013 ). Supporting facilities for literacy-based curricula in schools must be a concern so that teachers can implement the curriculum creatively. Teacher creativity can foster students’ attention and interest in reading. Among the facilities that can increase your reading interest is the school library. Although most schools in our country, Indonesia, already have libraries, not all of them have adequate book collections, or are managed and utilized professionally. In developed countries such as the United States, every school has a library with a complete collection of books and is well managed by professional librarians. Each class even has its own class library. Thus, teachers can do their best in increasing their students’ reading interest (Priyanto, 2009; and Fauzi, 2011). Apart from families and schools, the community must also support the formation of the literate generation. Educators should hold a moral movement to make parents aware of the importance of books, so that they do not feel reluctant to buy books for children. Those who are economically disadvantaged must also be aware of the importance of books as a source of knowledge. If books have become a priority in supporting children’s education, there are many ways

This can be done to get around the limited economic capacity by buying quality used books that are still feasible to read and very easy to obtain, or even simply taking children for a walk to the bookstore. Parents who are capable should be encouraged to have a private library, thus motivating children to read. This is also a good alternative for reducing TV viewing hours. In developed countries, having a private library is a tradition and a pride. The family library can later be opened to the public, so that the benefits can be felt by others. To get around the weak purchasing power of public books, the government must complete the existing infrastructure and book collections in public libraries. In addition, for equity and wider access, new public libraries need to be added, especially in remote areas. The ratio of the number of books and libraries to the population in Indonesia is inadequate. Ideally, every sub-district, even kelurahan or village, has a public library with an adequate collection of books and is managed professionally. The government must also cooperate with institutions related to books. Cheaper, or nothing, taxes for book publishers are expected to reduce the selling price of books, so that they can be more affordable to the public. Publishers should also have high ideals in educating the public, not only considering business. Ideally, the government supplies all the books needed by students, especially those from SD (Elementary School) to SMA (Sekolah Menengah Atas). The last few years, there is a phenomenon of literacy awakening that is very encouraging in society. More and more bookstores provide reading rooms, and this is very encouraging. Different Types of Literacy. Several definitions illustrate that information can be displayed in several formats and that it can be entered in 215 sources

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documented (books, journals, reports, theses, graphics, paintings, multimedia, and sound recordings). In the future, there may be other formats for presenting information beyond our imagination at this time. In the development of information technology and the internet or ICT (Information and Communication Technology) today, several developments have emerged that have led to changes in the concept of initial literacy, into a new concept of literacy which has meanings related to several new skills that students must have. The International Literacy Institute explains that the notion of literacy itself has now developed and is defined as a relatively (not absolute) range of expertise for reading, writing, communicating and thinking critically. Therefore, Tapio Varis, Chairman of UNESCO (United Nations for Education, Scientific, and Cultural Organization) for Global E-Learning, said that with the development of computer and information technology, literacy can be mapped into several types, namely: (1) technological literacy, namely the skills to use the internet and communicate information; (2) Information literacy, namely the expertise to conduct research and analyze information as a basis for decision making; (3) Media literacy, namely the expertise to produce, distribute, and evaluate the contents of a collection of listening or audio visual perspectives; (4) Global literacy, namely understanding the interdependence of humans in a globalized world, so that they are able to participate in the global world and collaborate; and (5) social competence literacy, which is closely related to the responsibility to understanding ethics and understanding of security and privacy in the internet (in McPherson, Marsh & Brown, 2007). In the midst of the diversity of forms and types of information, humans are required not only to be able to read and write written material (in book or printed form), but other forms along with the development of information technology. According to Daniel Eisenberg (2004), apart from having information literacy skills, a person must also equip himself with other literacy, such as: 216

First, visual literacy, which is a person’s ability to understand, use, and express images. Second, media literacy, which is the ability to access, analyze, and create information for specific results, such as television, radio, newspapers, films, music. Third, computer literacy, which is the ability to create, manipulate documents, data through database software, data processing, and so on, which computer literacy is also known as electronic literacy or information technology literacy. Fourth, digital literacy, which is a skill related to mastering digital sources and devices, which several educational institutions realize and see as a practical way to teach information literacy, one of which is through tutorials. Fifth, network literacy, namely the ability to use, understand, find and manipulate information in networks, such as the internet, and another term for network literacy is internet literacy or hyperliteration (Eisenberg, 2004). Broadly speaking, David Bawden (2001) suggests three types of skills-based literacy, namely media literacy, computer literacy, and library literacy. Library literacy has two definitions, the first definition refers to the ability to use the library and marks the beginning of the birth of information literacy which emphasizes the ability to determine the right information source. The second definition relates to the involvement of libraries in traditional literacy programs, such as teaching reading skills. Library literacy is usually synonymous with library skills and bibliographic instruction. This research still refers to traditional literacy programs, namely developing reading skills. Literacy Literacy. Literature is a creative human work. This creative work records various phenomena that exist in life, both real and fictional. Therefore, literature is often referred to as

EDUCATION: Journal of Educational Studies, 3 (2) December 2013

creative-imaginative works (Rusyana, 1979). The values ​​of life contained in literary works can be benefited if they are read, listened to, watched, and appreciated. Relevant to these activities, literacy activities will grow and develop. As stated in the previous section, we can define literacy as the ability to read and write, or literacy. Thus, initially literary literacy can only be interpreted as the ability to read and write in the field of literature. In its development, literary literacy is also interpreted as a condition of literary literacy (Nurcahyo, 2012). In fact, lately there are also those who interpret literary literacy as a movement to introduce and encourage people to like and read literature or literary reading, so how does one’s understanding of literature, including literary readings, that is what is meant by “literary literacy”. Therefore, literary literacy is closely related to literary reading activities. Furthermore, it should be noted that literary reading can be classified into aesthetic reading, which is reading related to art or beauty. In reading literature, readers are required to activate their imagination and creativity in order to understand and appreciate the content of the reading. After reading a literary work, readers will gain knowledge and experience through the literary work they read. Herein lies the advantage of readers of literary works compared to readers of other works. Literary works are grouped into 3 types, namely: prose, poetry and drama. To be able to understand a literary work well, the reader must have knowledge of the functions and elements of the literary work he is reading. Prose fiction, as a fictional story which is also known as a fictional story, has a function to inform the reader about an event or event that may exist in real life. Fictional prose elements include themes, characters, plot, settings or

background, style, and point of view. In the work of fiction prose contains a mandate wrapped by the elements of the story. These events and messages will be obtained from the story read as an experience. A new person can be said to be literate if he can already understand something based on his reading comprehension, including the field of literature. Abdul Hasyim (2011) asserted that the growth of serious attitude in reading literary works occurs, because literature – however – is born from the inner contemplative power of the author so that to understand it also requires ownership of the contemplative power of the reader. In addition, literature is also part of the art that seeks to display the values ​​of beauty wrapped in imagination, so as to be able to provide entertainment and spiritual satisfaction to its readers. Therefore, learning objectives, or lectures, literature should be aimed at increasing the sensitivity of feelings, criticality of mind, and sharpness of attitude. In addition, literature also contains moral messages, educational values, religious values, and humanism (Rusyana, 1979). This in an integrated manner can be called the meaning of literary learning. Reading Interests. M. Anton Moeliono et al. (1988: 583) states that interest is a high heart tendency towards something, passion, and desire. If the meaning of the word “interest” is connected with the word “reading”, then the meaning is someone’s desire to read. Ida F. Priyanto (2009) states that reading interest is one of the basic needs of modern humans in relation to spiritual fulfillment. However, in contrast to other basic needs, interest in reading will only occur if since childhood someone has been trained to always need it. As in the form of food needs, Indonesians are accustomed to eating rice, so when there is food other than rice, there is no or less need. This also happens to other people who are accustomed to eating other than rice. 217

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When there is rice, it is not their basic need. Thus it can be said that reading interest can be shaped by a culture in a place. The low interest in reading society seems to have an impact on the low level of writing, both by members of the community itself and by its intellectuals. This research was directed to explore students’ knowledge and interest in reading.

As part of the academic community, these students who are young intellectuals are a place to hang on for the intellectual hopes of the Indonesian nation in the present and in the future. DISCUSSION The various literary works that were asked of students were netted through a closed questionnaire, as follows:

Table 1: About Closed Questionnaires Instructions: Cross (x) with the terms, select: A. if you know the title, but do not know the author. B. if you know the title and author. C. if you have ever read and still remember the story. D. if you have read, but have forgotten the story. No Description

A

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

1 2 3

Group A (Novel / Roman) Dooms and Passions (1922) Siti Nurbaya (1922) Misconduct (1928) Under the Protection of the Ka’bah (1938) Shackles (1940) Screen Developed (1936) From Ave Maria to Another Road to Rome ( 1948) Aki (1940) Atheis (1948) Kranji and Bekasi Fall (1947) Hunting (1950) Bumi Manusia (1980s) Children of All Nations (1980s) Footprints (1980s) Greenhouses (1980s) Endless Road (1952) Dusk in Jakarta (1960s) Tigers (1980s) Pilgrimage (1968) Dry (1968) Red and Red (1968) Going Home (1958) Lost the Lost Child (1963) Passion for Life and to Die (1968) Peaceful Heart (1961) On a Ship (1980s) La Barka (1980s) TOTAL Group B (Book of Short Stories) Morning Rain (1958) Three Cities (1959) The Collapse of Our Surau ( 1956)

Alternative / Option BC

D

EDUCATION: Journal of Educational Studies, 3 (2) December 2013 Description

No.

A

4 5 6 7 8

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

1 2 3 4 5 6 7 8 9 10

Alternatives / Options BC

D

Hot Rain (1964) Bianglala (1964) Men and Gunpowder (1957) Manliness in Sumbing (1965) Two Worlds (1956) TOTAL Group C (Poetry Collection Book) Nyanyi Sunyi (1937) Buah Rindu (1941) Setanggi Timur (1939) ) Smoky Butts (1949) Sharp Pebbles Worn Away and Missing (1949) The Roar of Mixed Dust (1949) Three Reveals of Fate (1950) Etching (1958) Rendra: 4 Collection of Poems (1961) Bluess for Bonnie Old Shoe Verses Portrait of Development in Poetry People of Rangkasbitung Priangan the Jelita (1958) New Age (1962) Tyranny (1966) Benteng (1968) TOTAL Group D (Books / Drama Script) Freeari (1924) Ken Arok and Ken Dedes (1934) Tame Merpati (1953) ) Typhoons Over Asia (1949) Awal and Mira (1952) The Night of Hell (1960) Sophocles Oedipus the King A Bit of Sundanese Song (1964) Panembahan Rekso

A number of literary works were presented to students with the aim of exploring the depth of students’ knowledge and understanding of novels, short stories, poetry, and drama. Next, the results of the data collection are presented in the table. Table 2 informs literary literacy activities for novels, short stories, poetry, and drama scripts. Comparison of the percentage level of student knowledge, starting from only knowing the title to knowing the content, the table above shows

that most of them only know the title (outer aspect), the packaging of the novel, and only a few, namely 11% really know the contents. From a closed questionnaire, it appears that student literacy activities are still low. However, through an open questionnaire, this study provided an opportunity for students to express their experiences in reading other literary works, which were not provided in a closed instrument or questionnaire. The results can be presented in table 3.

SITI MARYAM, DAUD PAMUNGKAS & AAN SUWANDI, Literary Literacy

Table 2: Students’ Knowledge Level of Literature No 1. 2. 3. 4.

Aspects Only know the title Know the title and the author Know the title, have read , but forgot the contents. Know the title, have read, and remember the contents Amount

A 64% 16% 11% 9% 100%

B 72% 11% 8% 9% 100%

C 72% 10% 6% 11% 100%

D 74% 9% 5% 12% 100%

Description: A (Novel / Romance), B (Short Story Collection Book), C (Poetry Collection Book), and D (Drama Book / Text) Table 3: Students’ Selected Readings of the Texts Provided with those Not Provided No 1 1

Provided 2 X

Not Provided 3 –

Title (Unedited) 4 Di Bawah Lindungan Kabah, by Hamka

2

X

Robohnya Surau Kami

3

X

Kubah, by Tohari

4

X

5

X

The Princess in Me, by Rossinata Traveling Penganten, by Ajip Rosidi

6

X

Allow Me to Progress, by Tyas E ff endi

7

X

Denting Bintangbintang

8

X

The Secret Romance of King Sulaiman and Queen Shiba, by Waoda al-Khuaira

9

X

5 cm

10

X

Saat Pulang

11

X

Turangga Gila Bola

Impressive (Not Edited) 5 A young man who is resilient in the face of trials. He felt he did not match side by side with the son of his adoptive father, even though they both loved each other. Haji Saleh who had to go to hell and the grandfather of the surau guardian had to commit suicide. Karman who came from a religious environment, but later turned to follow the PKI (Indonesian Communist Party) due to heartache. The beauty is not just from the inside, but the beauty from the outside is also decisive. Ajip Rosidi went to Jakarta to fight the economic crisis and had to be willing to leave his first child to live with his parents so as not to feel lonely. Fahiya is a man from Lebanon and accompanied by Mrs. Syaddah, his stepmother, went to Indonesia and was able to change Zevrin’s character into a pious woman. Friendship of 5 young men: Galih, Tegar, Boy, Kintan, and Indra, who experienced various problems until finally separated, but in the end they were able to fix things and reunite. The love story about Queen Bilqis and Prophet Sulaiman which is immortalized in the Qur’an. The willingness of Queen Bilqis to be the umpteenth wife and the most beloved wife of Prophet Solomon. Save or stick your dreams and dreams 5 cm in front of your forehead, don’t let your dreams stick, let them float 5 cm in front of your eyes. A girl who runs away from home feeling constrained, and experiences many events in her life, but she is able to take care of herself until she returns home. Rangga is very fond of football, he is very passionate and never complains because he wants to achieve his goals. who experienced various problems until they finally separated, but in the end they were able to fix things and reunite. The love story about Queen Bilqis and Prophet Sulaiman which is immortalized in the Qur’an. The willingness of Queen Bilqis to be the umpteenth wife and the most beloved wife of Prophet Solomon. Save or stick your dreams and dreams 5 cm in front of your forehead, don’t let your dreams stick, let them float 5 cm in front of your eyes. A girl who runs away from home feeling constrained, and experiences many events in her life, but she is able to take care of herself until she returns home. Rangga is very fond of football, he is very passionate and never complains because he wants to achieve his goals. who experienced various problems until they finally separated, but in the end they were able to fix things and reunite. The love story about Queen Bilqis and Prophet Sulaiman which is immortalized in the Qur’an. The willingness of Queen Bilqis to be the umpteenth wife and the most beloved wife of Prophet Solomon. Save or stick your dreams and dreams 5 cm in front of your forehead, don’t let your dreams stick, let them float 5 cm in front of your eyes. A girl who runs away from home feeling constrained, and experiences many events in her life, but she is able to take care of herself until she returns home. Rangga is very fond of football, he is very passionate and never complains because he wants to achieve his goals. The love story about Queen Bilqis and Prophet Sulaiman which is immortalized in the Qur’an. The willingness of Queen Bilqis to be the umpteenth wife and the most beloved wife of Prophet Solomon. Save or stick your dreams and dreams 5 cm in front of your forehead, don’t let your dreams stick, let them float 5 cm in front of your eyes. A girl who runs away from home feeling constrained, and experiences many events in her life, but she is able to take care of herself until she returns home. Rangga is very fond of football, he is very passionate and never complains because he wants to achieve his goals. The love story about Queen Bilqis and Prophet Sulaiman which is immortalized in the Qur’an. The willingness of Queen Bilqis to be the umpteenth wife and the most beloved wife of Prophet Solomon. Save or stick your dreams and dreams 5 cm in front of your forehead, don’t let your dreams stick, let them float 5 cm in front of your eyes. A girl who runs away from home feeling constrained, and experiences many events in her life, but she is able to take care of herself until she returns home. Rangga is very fond of football, he is very passionate and never complains because he wants to achieve his goals. Save or stick your dreams and dreams 5 cm in front of your forehead, don’t let your dreams stick, let them float 5 cm in front of your eyes. A girl who runs away from home feeling constrained, and experiences many events in her life, but she is able to take care of herself until she returns home. Rangga is very fond of football, he is very passionate and never complains because he wants to achieve his goals. Save or stick your dreams and dreams 5 cm in front of your forehead, don’t let your dreams stick, let them float 5 cm in front of your eyes. A girl who runs away from home feeling constrained, and experiences many events in her life, but she is able to take care of herself until she returns home. Rangga is very fond of football, he is very passionate and never complains because he wants to achieve his goals.

ATIKAN: Jurnal Kajian Pendidikan, 3 (2) December 2013

No 1 12

Provided 2 –

Not Provided 3 X

13

X

Signor Bellisimo

14

X

Harry Potter

15

X

– The

Fading of Cleopatra’s Enchantment, by Habiburahman elSirazy I Find You in Every Tahajudku

16

X

Title (Unedited) 4 Cinta Suci Zahrana, by Habiburahman el-Shirazy

17

X

Sengsara Brings Favors

18

X

Not Ordinary Life, by Nursubah

19

X

Salah Asuhan, by Abdoel Moeis

20

X

Ranah 3 Warna, by Ahmad Fuadi

21

X

Frogs Want to Be Cows

22

X

– The

End of the Sky, by Shofa Faridah

X

State 5 Towers

X

Small Letters to God

23

24

Impressive (Unedited) 5 Zahrana is an only child, her parents wanted her to get married quickly, but Zahrana attaches great importance to education, so she doesn’t accept applications from anyone. Signor Bellisimo is a private mathematics teacher who teaches Kendra, a high school student (Sekolah Menengah Atas), who always gets a D in mathematics. Harry, Harmonie, and Ronald are 3 friends who met at the magic school, they have a common enemy, Lord Voldemort, who wants to kill them, but with Harry’s ingenuity, they manage to defeat Lord Voldemort. Beauty from outside is not the most important thing, but it is beauty from within that defines a woman’s heart. Agus wants to find a woman in his heart, Airin, who is the son of an ustad. Finally, Agus studied religion and received blessings from Airin’s parents. A young man who lives full of poverty, but he continues to work hard, despite many obstacles and obstacles as well as those who hate him, but he still tries, until finally he lives happily with his father and mother. Mia is a veiled girl who is friendly, kind, polite, and smart, but she is nicknamed “Not an Ordinary Girlfriend” because she is a tomboy girl. A young man who gets karma (punishment) for violating what has been determined by custom. Alif Fikri had ambitions to be able to go to America, many obstacles and trials prevented him, but with perseverance and determination, he was finally able to realize his ambitions. A person who is not sincere about what God has given him, because he was arrogant and mad for wealth, he became poor and lived like a tramp. Euis, whose life continues to experience adversity and who knows what else to do, while crying he runs and keeps running, until finally he stops in a quiet place, he lies down and calms himself while looking up at the sky, and he named the place “the End of Heaven”. Alif Fikri, who wanted to continue his studies at SMA (Senior High School), was forced to enter Islamic boarding schools in East Java because of his mother’s wish, this is where he met his friends, then formulated his hopes, dreams and aspirations. A small person who suffers from a neurological disease whose cure has not been found, but all the people closest to him are always by his side, until he writes a letter to God containing his sincere gratitude.

SITI MARYAM, DAUD PAMUNGKAS & AAN SUWANDI, Literary Literacy

No. 1 25

Provided 2 X

Not Provided 3 –

26

X

27

X

28

X

29

X

30

X

Title (Unedited) 4 Dome, by Ahmad Tohari

Impressive (Unedited) 5 Dilemma Karman, a PKI (Indonesian Communist Party) follower who was detained on an isolated island for 12 years, had to let his wife remarry his best friend, in order to improve the economy and support his three children. A girl who experiences her father’s life, Why Am I Different ?, by Agnes, is deaf, but she is motivated for Danovar to make her life even better, for the sake of her father. Serdadu Kumbang Amek is a child who has a physical disability and becomes a target for those around him, but he is still determined to be able to realize his dream of becoming a television announcer. Layar Terkembang, Tuti and Maria are sisters with beautiful faces made by Sutan Takdir. Tuti is black, but Alisyahbana Maria is white. They both meet a man named Yusuf, this is where their story begins. The verses of Cinta Fahri, a child of the nation who went to Cairo, Egypt, to study, were then slandered for adultery with Maria, and received a sentence of 3 years, but thanks to her patience, 3 years later Fahri was helped by Ayesha, also by Maria’s family. Warrior (Shoes for Sri, who is underprivileged, always works Friends), Arie’s work hard to buy shoes, so that she can participate in the competition, but in the end the money she collected, she gave to others who were more in need, finally Lisa, Sri’s friend, who felt sorry for her and gave her shoes. then slandered for adultery Maria, and received a sentence of 3 years, but thanks to his patience, 3 years later Fahri was helped by Aisyah, also by Maria’s family. Warrior (Shoes for Sri, who is underprivileged, always works Friends), Arie’s work hard to buy shoes, so that she can participate in the competition, but in the end the money she collected, she gave to others who were more in need, finally Lisa, Sri’s friend, who felt sorry for her and gave her shoes. then slandered for adultery Maria, and received a sentence of 3 years, but thanks to his patience, 3 years later Fahri was helped by Aisyah, also by Maria’s family. Warrior (Shoes for Sri, who is underprivileged, always works Friends), Arie’s work hard to buy shoes, so that she can participate in the competition, but in the end the money she collected, she gave to others who were more in need, finally Lisa, Sri’s friend, who felt sorry for her and gave her shoes.

In table 3, it appears that only 11 of the 27 novels provided were chosen by respondents. Students have an interest in other readings, which are not provided, so that they have the opportunity to express their impressions of the reading. Between table 2 and table 3, if compared, it seems contradictory. In the field of student literacy knowledge, it appears minimal, most of them only know the title (outside) and very few know the content. However, when given the opportunity, through an open questionnaire, the students were able to express the impressions they read. By comparing the two tables (2 and 3), literary learning that needs to be cultivated, related to literary literacy, is literary reading and writing. After reading literary works,

which he read. There are opportunities for appreciation and expression. Of course there are many ways that can be done. Among other things, smart people, such as academics, need to encourage students about the need to read and write. Turn on and equip the campus library with reading materials. Turn on campus discussions, turn on journals and other publications as well. Give rewards (awards) to students and lecturers whose writings are published in newspapers or other media. Thus, the passion for reading and writing on campus will grow. Likewise among bureaucrats. All parties, within the bureaucratic environment, must be accustomed to reading, even writing. If possible, oblige every agency / office / bureau in the bureaucracy to have a library. Likewise with NGOs (Non-Governmental Organizations

EDUCATION: Journal of Educational Studies, 3 (2) December 2013

Community), businessmen, police, council members, prosecutors, judges, and so on. And for the community, it is time for us to build library bags. Involve all parties to build a culture of reading together. The most important thing is that reading must be a necessity, just as humans need a place to live, food and drink. If this revolutionary movement can be built, be sure that literary literacy in the years to come will be far more advanced than now, not only physically, but the society will also become an intelligent and egalitarian society. That is the importance of building a culture of literary literacy in the midst of the moral decline of the Indonesian nation today. CONCLUSION In general, student literacy, especially for literary reading, is still of concern. Most of the students are not familiar with literary books and works, especially literature which is classified as classic which they must read. When compared with the condition of student literacy for classic books, the condition of student literacy for popular books, or recent publications, is very different. Andrea Hirata’s books or the Habiburachman el-Siraji book, for example, are student food books. They claim that they have not only read, but they claim that their books are impressive books. Based on the results of the analysis, it shows that to measure the literacy of students or students, it is not enough with the knowledge aspect. Especially if that knowledge does not consider the “present” aspect. In developing literary literacy skills, there is a need for concessions, which provides an opportunity for students/students to choose reading material according to their interests. The history of literature needs to be known by students, but this knowledge is not appropriate if it is used as the only tool to measure literary literacy.

because to increase the power of appreciation, expression, and creation, it is necessary to experience directly reading and studying the literary works concerned.

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