Revitalizing Academicians Literacy in Indonesia

Monday, 6th April 2015
Revitalizing Academicians Literacy in Indonesia
By Syarifah Khuraesin
1413132055
TBI A/ 4th Semester

Literacy is essential to social and human development. Literacy is more than just the ability to read and write but literacy is life skills which allows humans to function optimally as a member of society. Despite the literacy is essential, but the literacy rate of Indonesian students is comparatively low. PIRLS and PISA report that creativity in writing journal articles and textbooks in academicians Indonesia is weak (Alwasilah, 2012). It shows the failure of language education and literacy teaching in Indonesia.

Thus, literacy should be revitalized in order to make Indonesia academicians being literate. In addition, literacy should be modified too. It means modified the teahing of reading and writing in four dimension: (1) linguistics or text focus, (2) cognitive or mind focus, (3) sociocultural or group focus, and (4) developmental or growth focus. While becoming or being literate means learning to effectively, efficiently, and simultaneously control the linguistic, cognitive, sociocultural, and developmental dimensions of written language in a transactive fashion (Kucer, 2005: 4). Any proposed solution should address the three main aspects related: teacher, curriculum, and language policy.

The spearhead of literacy are professional teachers. The steps of professional teachers include: (1) professional commitment, (2) ethical commitment, (3) analytical and reflective strategy, (4) the self-efficacy, (5) knowledge of the field of study, and (6) literacy and numeracy Skills (Cole and Chan, 1994 cited by Setiadi, 2010). Qualification teachers of school in Indonesia are sufficient. However, they do not acquired sufficient training in managing classroom activities. So that, teachers need additional training to improve their performance. In other words, to constructing nation's literacy must be preceded by constructing professional teacher. Which professional teachers only produced by a professional teacher education institutions as well.

Besides providing additional training to teachers, the curriculum should be redesigned through several ways. One of them is by applying ethnopedagogy and local wisdom education in the curriculum. Ethnopedagogy defined as activity of cross-cultural teaching. Ethnopedagogy should be applied from kindergarten to college, of course with different strategies and implementations. While local wisdom education is taught in primary and secondary education. The goal of ethnopedagogy based on local wisdom is to inculcate values, attitudes, and skills so that students can role optimally as citizens.

Indonesia is multilingual and multicultural country. It means that many languages exist in Indonesia.  Every Indonesia students normally learn three language, they are Indonesian language or bahasa, local language, and foreign language such as English. Indonesian language policy stated that bahasa or Indonesian language is a nationalist symbol while local languages are cultural symbols. Nowadays, despite of globalization, the local language has marginalized by English. Furthermore, many students tend to writing in English than writing in their local language. So, we need to redefine the current language policy of ethnic languages and their literature in order to ethnic or local languages is revived.


In conclusion, the low rate of literacy is caused by the failure of our education system. Methods and techniques for teaching literacy is less intellectual. Hence, we should revitalize literacy in order to make Indonesia academicians being literate. Moreover, literacy should be modified too. Revitalization literacy can be done by several way, such as providing additional training to improve teachers performance, redesigning the curriculum, and redefine the current language policy. Then, by doing these steps, Indonesia academicians are expected being literate and Indonesia can be a modern country. 

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