Effectiveness of Literacy Teaching Design Integrating Local Culture Discourse and Activities to Enhance Reading Skills

Figures & data

Table 1. The literacy teaching design involving tutor’s and participants’ activities

Phase	Task
	Participants	Tutor
The first phase: conditioning	Participants are conditioned by the way the tutor builds schemata according to the discourse.	Participants respond to the tutor and share experiences related to the topic.
The second phase: discourse presentation	Participants are directed to reveal aspects of culture and life skills, which are the topic of a discourse.	The tutor presents a discourse on the cultural aspects of life skills.
The third phase: the creation of meaning	Participants are facilitated to express cultural experiences, reveal cultural meanings according to topics and reveal cultural and life skills.	The tutor facilitates students to explore cultural knowledge, formulates responses to problems and enables the creation of cultural meaning and life skills.
The fourth phase: tutoring	Participants are guided to read with local cultural content, which facilitates the revelation of cultural aspects (the topics) and dealing with problems.	The tutor simultaneously carries out activities combining cultural discourse with literacy learning, applying an adult learning approach and conducting individual and group mentoring.
The fifth phase: evaluation	Participants answer the questions asked, listen to the answers and to comments from other participants	The tutor asks each individual a minimum of two questions according to the topic
The sixth phase: appreciation	Participants carry out questioning activities if they do not understand and collect their learning results from the tutor.	The tutor rewards the participants.

Table 2. Reading skill levels

Code	Category	Score
1	Very low	< 25
2	Low	25 < score < 50
3	Intermediate	50 < score < 75
4	High	> 75

Table 3. An example of coding

Themes	Coding Category	Open coding	Sample of quotes
Enriching knowledge	New knowledge	Alternative products created	… I know how alternative products from cassava are created. Before this program, I knew a few products and this helped me to earn a living daily (P-27)
Sharing understanding among participants	Uniformity of understanding	To have the same understanding	When doing the practical activities after what we discussed, my friends and I in my group must have the same understanding of the procedure … For instance, when we make compost, we must make sure that the procedure is correct (P-9).

Figure 1. Participants’ reading skill levels based on pre- and post-test scores.

Table 4. Average scores for each category of reading skills

Category of reading skills	Pre-test		Post-test		Gain
	N	Mean	N	Mean
Very low	64	14.58	0	0	−14.58
Low	32	28.23	36	36.48	8.25
Intermediate	4	55.83	54	59.14	3.31
High	0	0	10	79.67	79.67

Figure 2. The micro-analysis of category changes of each level of reading skills.

Table

Lesson Unit	Themes of reading materials
1	Compost and its benefits
2	Traditional rice harvest
3	How to make a traditional soil fertilizer
4	Spicy cassava chips
5	The traditional way to fertilize the soil
6	How to get rid of birds from farmland
7	Traditional remedy for insect pests
8	Traditional irrigation for rice fields
9	Traditional rice planting tool
10	Sweet Potato Chips
11	How to market traditional food products
12	How to manage the finance of a micro business unit