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Vanny Handayani, 2016

THEME-BASED INSTRUCTION IN NURTURING LITERACY

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

THEME-BASED INSTRUCTION IN NURTURING LITERACY

Vanny Handayani

English Education Study Program School of Postgraduate Studies Indonesia University of Education Email: [email protected]

ABSTRACT

This study aims to explore the application of theme-based instruction in nurturing literacy and explores the students’ responses towards the application of theme-based instruction in nurturing literacy. Methodologically, this study employs a case study involving seventh grade students in a selected class of a laboratory school in Bandung. The data in this study are gathered from collection of documents,

observation, portfolios, interview and students’ self-evaluation. From a series of theme-based instructions, there are several findings ascertain that the notion of theme-based instruction may support substantial aspects of literacy (Brown, 2001; Cameron, 2001). Through a contextual and integrated instruction, it is found that the use of themes in the instruction may link two dimensional aspects in which intradisciplinary and interdisciplinary models could be integrated in the instruction. The intradisciplinary model has to do with skills integration, while the interdisciplinary model relates to collaboration of other curricular areas such as math, science, social, or arts experienced in the language learning. As other area of studies and two major skills (reading and writing) are integrated in the lesson, this results a more rich literacy experience where students could deal with different texts explored from various themes found in everyday life. Along the process, the students get their literacy skills improved and enhanced as seen from their ability to link related themes in more contextual ways shown in the word, the sentence, and the text levels. In addition, it is also acknowledged that the students response positively towards the application of theme-based instruction, because it provides interesting and meaningful learning experiences.

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