Rama Dwika Herdiawan, 0201616013 (2020) THE IMPLEMENTATION OF SCHOOL LITERACY MOVEMENT IN THE STATE JUNIOR HIGH SCHOOL VIEWED FROM SOCIAL SEMIOTIC PERSPECTIVE. Doctoral thesis, UNNES.

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Abstract

The school literacy movement has become a prominent program to build the students’ literacy competence as well as a character in primary and secondary schools. This study was initiated to evaluate the implementation of the school literacy movement in a state junior high school in which the researcher focused on analyzing the literacy artifacts such as the student�teacher interaction, teachers’ textbooks, teachers’ lesson plans, students’ literacy tasks, and students’ literacy products. This study employed Systemic Functional Multimodal Discourse Analysis which covers appraisal (student-teacher interaction), critical discourse analysis (textbook and lesson plan analysis), thematic structure and progression (students’ literacy tasks), multimodal modal discourse analysis (students’ literacy products). The findings revealed that in the case of student-teacher interactions and lesson plans, the interactions in the seventh grade and the ninth grade are not the reflections of the lesson plan designed because the teachers have different role performance as well as power in implementing the instructional process based on the lesson plan. Meanwhile, the interaction in the eighth grade has met the standard because the teacher leads the class based on what she has written on the lesson plan. The teacher employed the role performance and also the power which is related to the substantial points of the lesson plan. In terms of the use of textbooks in the school literacy movement, the whole textbooks contain some visualizations which represent multicultural values in the context of Indonesia and also other countries. This also contributes to the development as well as installation of the value of character education depicted in the EFL textbooks written by teams of the Indonesian Ministry of Education and Culture. However, the use of the problem-based learning method (observing, questioning, collecting information, and communicating is not appropriate for English learning when the material formats are similar from the seventh to ninth grade. The materials do not cover the way to overcome the problems given. Thus, the exercises are monotonous e.g. completing the blanks in the table and presenting it to the class. This happens repeatedly from the seventh grade to the ninth grade. In conclusion, the evaluation of literacy artifacts can be the parameter to improve the school literacy movement by considering social semiotic perspectives which are concerned with the use of Systemic Functional Multimodal Discourse Analysis.

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