Reading to Learn (R2L) Pedagogy: Teaching Reading Comprehension to a Young English Language Learner
DOI:
https://doi.org/10.17977/um064v2i112022p1558-1569Keywords:
EFL classroom, Kurikulum Merdeka, Reading to Learn (R2L) pedagogy, Reading comprehension, Young learnerAbstract
Abstract: Reading to Learn (R2L) pedagogy is a child-friendly approach that aims to minimize the literacy gap among learners. R2L pedagogy is applicable at every level of education with the use of various text types. Considering many significant aspects of R2L, this approach could be used in Indonesia to help learners fulfilling the high demand of Kurikulum Merdeka at primary and junior high school levels. However, only little research using R2L pedagogy in Indonesian primary school contexts was found. Therefore, this research is intended to discover how R2L pedagogy supports a young English language learners’ reading comprehension. Using a case study methodology, the researcher implemented to activities, namely (1) preparing for reading and (2) detailed reading phase adapted from Rose and Martin (2012). Moreover, the researcher used videotapes observation and the learners’ sample works in collecting the data. In analyzing the data, the researcher used thematic analysis by Creswell and Creswell (2018) and categorized the data into selected codes and themes which is expected to show how R2L pedagogy supports a young English language learners’ reading comprehension.
Keywords: EFL classroom; Kurikulum Merdeka; Reading to Learn (R2L) pedagogy; reading comprehension; young learners
Abstrak: Reading to Learn (R2L) adalah pendekatan pedagogi ramah anak yang bertujuan untuk meminimalisir kesenjangan literasi antar peserta didik. Pendekatan pedagogi R2L dapat diterapkan di setiap jenjang pendidikan dengan penggunaan berbagai jenis teks. Mengingat banyak aspek penting dari R2L, pendekatan ini dapat digunakan di Indonesia untuk membantu siswa memenuhi tuntutan Kurikulum Merdeka yang tinggi di jenjang Sekolah Dasar dan Sekolah Menengah Pertama. Namun, penelitian yang menggunakan pendekatan pedagogi R2L di sekolah dasar, khususnya di Indonesia, masih sedikit ditemukan. Oleh karena itu, penelitian ini dimaksudkan untuk mengetahui bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini. Dengan menggunakan metodologi studi kasus, peneliti menerapkan dua kegiatan, yaitu (1) preparing for reading dan (2) detailed reading yang diadaptasi dari Rose dan Martin (2012). Selain itu, peneliti menggunakan observasi kelas dan contoh karya siswa dalam mengumpulkan data. Dalam menganalisis data, peneliti menggunakan analisis tematik oleh Creswell dan Creswell (2018) dan mengkategorikan data ke dalam kode dan tema terpilih yang diharapkan dapat menunjukkan bagaimana pendekatan pedagogi R2L mendukung pemahaman membaca pembelajar bahasa Inggris usia dini.
Kata kunci: EFL classroom; Kurikulum Medeka; Reading to Learn (R2L) pedagogy; pemahaman membaca; pembelajar usia dini
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