Yanty Wirza, Wawan Gunawan, Anita T Setyaningsih, Sarah A Ramdani, Hanipah Hanipah, Fellia L. Aufa, Sherly L.B. Edelweis


The study is a part of the government-sponsored literacy program to improve the Indonesian secondary students’ literacy performance. Particularly, this study focuses on the examination of the program as the attempt to improve the secondary teachers’ literacy instruction at the under-resourced schools. The program implemented in the Bahasa Indonesia subject by employing Reading to Learn pedagogy (Rose, 2016) in teaching the explanatory text. Using an interventional ethnographic study design, which involves three main phases i.e. Reading to Learn pedagogy workshop, the R2L implementation with mentoring, and evaluation, the current study investigates the experience of two female eighth graders’ contract-based teachers, in their early thirties, at two under-resourced secondary schools in, Bandung, West Java, Indonesia. The data collected in this three-month study were observation, interviews with the teachers, principal, and students, recorded teaching sessions, recorded reflections sessions, and lesson plans and teaching materials. The findings of the study reveal that the teachers’ literacy instruction in utilizing stages in the R2L pedagogy indicated significant improvement from their previous practice. The intensive mentoring provided during the workshop and school implementation of the R2L implementation have equipped the teachers with more solid pedagogical foundation in internalizing and implementing the R2L pedagogy. In addition, the program has promoted the teachers’ professional development and assisted the school to gain larger access to literacy pedagogy for better literacy participation.


interventional ethnography, literacy instruction, literacy sponsorship, reading to learn pedagogy

Full Text:



Adnan, Z. (2018). Upgrading EFL teachers’ quality through an online mentoring system, an innovative in-service training model: The case of Indonesia. Humaniora, 30(2), 158.

Ainscow, M. (2016). Collaboration as a strategy for promoting equity in education: Possibilities and barriers. Journal of Professional Capital and Community, 1(2), 159–172.

Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16.

Bacon, E. C., & Williams, M. D. (2022). Deconstructing the ivory tower: Identifying challenges of university-industry ecosystem partnerships. Review of Managerial Science, 16(1), 113-134.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.

Bernay, R., Stringer, P., Milne, J., & Jhagroo, J. (2020). Three models of effective school–university partnerships. New Zealand Journal of Educational Studies, 55, 133-148.

Bietenbeck, J., Piopiunik, M., & Wiederhold, S. (2018). Africa’s skill tragedy: Does teachers’ lack of knowledge lead to low student performance? Journal of Human Resources, 53(3), 553–578.

Clair, R. S., & Phipps, A. (2008). Ludic literacies at the intersections of cultures: An interview with James Paul Gee. Language and Intercultural Communication, 8(2), 91-100.

Cope, B. & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An Internasional Journal,4(3). 164-195.

Damayanti, I. L. (2017). From storytelling to story writing: The implementation of reading to learn (R2L) pedagogy to teach English as a foreign language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232-245.

Dikilitaş, K., & Wyatt, M. (2018). Learning teacher-research-mentoring: Stories from Turkey. Teacher Development, 22(4), 537-553.

Engeness, I. (2021). Developing teachers’ digital identity: Towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96-114.

Franzak, J. K., Porter, H. D., & Harned, C. (2019). " We're Rural Not Dumb": An Examination of Literacy Sponsorship. Journal of Language and Literacy Education, 15(2), 1-22.

Huang, X. H., Shum, M. S. K., Tai, C. P., & Shi, D. (2019). Using Reading to Learn pedagogy to improve Chinese writing among ethnic minority students in Hong Kong: A quasi-experimental study. International Journal of Language and Linguistics, 7(5), 202-212.

Hudson, P. (2013). Strategies for mentoring pedagogical knowledge. Teachers and Teaching, 19(4), 363-381.

Jones, A. L., & Kessler, M. A. (2020). Teachers' emotion and identity work during a pandemic. Frontiers in Education, 5, 1-9.

Kartika-Ningsih, H., & Gunawan, W. (2019). Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms. Indonesian Journal of Applied Linguistics, 9(2), 335-347.

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International journal of STEM education, 5, 1-20.

Kemmis, S., Heikkinen, H., Fransson, G., Aspfors, J., & Edward-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154-164.

Lestari, T., Damayanti, I. L., & Nurlaelawati, I. (2022). Reading to Learn (R2L) Pedagogy: Teaching reading comprehension to a young English language learner. JoLLA: Journal of Language, Literature, and Arts, 2(11), 1558-1569.

Lucas, A. M., McEwan, P. J., Ngware, M., & Oketch, M. (2014). Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda. Journal of Policy Analysis and Management, 33(4), 950–976.

Marcenaro‐Gutierrez, O. D., & Lopez‐Agudo, L. A. (2020). Does teacher subject knowledge contribute to student academic performance in developing and least developed countries?. South African Journal of Economics, 88(3), 267-297.

Millin, T., Millin, M., & Pearce, J. (2020). Unpacking the efficacy of reading to learn using cognitive load theory. Journal of academic language and learning, 14(1), 113-126.

Nurlaelawati, I., & Novianti, N. (2017). The practice of genre-based pedagogy in Indonesian schools: A case of preservice teachers in Bandung, West Java Province. Indonesian Journal of Applied Linguistics, 7(1), 160–166.

Nurlaelawati, I., Gunawan, W., & Lengkanawati, N. S. (2022). Enhancing student participation in the teaching of recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy. Indonesian Journal of Applied Linguistics, 12(2).

Oates, C., & Bignell, C. (2022). School and university in partnership: A shared enquiry into teachers’ collaborative practices. Professional Development in Education, 48(1), 105-119.

Panahi, S., Watson, J., & Partridge, H. (2012). Social media and tacit knowledge sharing: Developing a conceptual model. World academy of science, engineering and technology, 64, 1095-1102.

Rasmitadila, R., Megan Asri, H., & Reza, R. (2022). Teachers' perceptions of the role of universities in mentoring programs for inclusive elementary schools: A case study in Indonesia. Journal of Education and e-Learning Research, 8(3), 333-339.

Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 1-10.

Rohmah, Z. (2018). Enhancing English teachers’ professional development: Portraying a mentoring program. TEFLIN Journal, 29(1), 90-107.

Rose, D. (2011). Beyond literacy: Building an integrated pedagogic genre. Australian Journal of Language and Literacy, The, 34(1), 81-97.

Rose, D., & Avecedo, C. (2006). Closing the gap and accelerating learning in the middle years of schooling. Literacy Learning: the Middle Years 14 (2): 32–45.

Shum, M. S. K., & Shi, D. (2021). Using R2L pedagogy in teaching practical writing to non-Chinese speaking students in Hong Kong. Pedagogical Linguistics, 2(1), 1-29.

Sim, C. (2010). Sustaining productive collaboration between faculties and schools. Australian Journal of Teacher Education, 35(5), 18-28.

Suryati, N., Riadina, F. U., Istiqomah, R., Kusumawati, A., & Febryan, H. I. (2021). The implementation of reading to learn pedagogy in Indonesian junior schools: Impact on students’ writing skills and students’ perceptions. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(11), 1743-1752.

Teitel, L. (2008). School/university collaboration: The power of transformative partnerships. Childhood education, 85(2), 75-80.

Windschitl, M., Lohwasser, K., & Tasker, T. (2021). Learning to plan during the clinical experience: how visions of teaching influence novices’ opportunities to practice. Journal of Teacher Education, 72(4), 405-418.

Yulianeta, M. D. I., Lugijana, K. A. A., Seftiana, R., & Damayanti, D. (2022). Implementing Reading to Learn (R2L) pedagogy to help Indonesian junior high school students generate news report text. PAROLE: Journal of Linguistics and Education, 12(1), 130-137.



  • There are currently no refbacks.

Copyright (c) 2023 Yanty Wirza

Lisensi Creative Commons
This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.