LITERACY PRIORITY OF HIGHER EDUCATION STUDENTS

A Final Project Proposal

Submitted in Partial Fulfilment of the Requirements

for the Degree of Bachelor
in English Education

Arranged by:
Hesti Rindhi Anggraeni (1703046069)

ENGLISH EDUCATION DEPARTMENT

EDUCATION AND TEACHER TEACHING FACULTY
UNIVERSITAS ISLAM NEGERI WALISONGO
SEMARANG

2020
 A. Backgrounf of the Research
Literacy is the foundamental things in the learning process, it can be the
essential foundation of education. Literacy has defined as the ability of a person in
reading, writing, listening, speaking, calculating, as well as solving problem in their
daily life. Mastering of literacy can be important indicator to improve the students’
achievements. For someone who study in English major, literacy can be defined as
well as their learning language skills. Learning English ideally consists of four skillls,
they are listening, speaking, reading, and writing and all of them is related from one
another.
Literacy plays the crucial role, beyond the practical stage, in transforming
students into socially active people. Being able to read, write, listen, and speak means
being able to keep up with current events, communicate actively, and consider the
problems that affect the environment. It means students need literacy in order to
engage their achievement in their educational programm. Think just how often in
daily life students use their own reading skills, listening skills, writing skills, and
speaking skills. It is not just reading an article, listening music, instant messaging,
doing conversation with their friends, and even the smart-phone have given all of the
things in easy way but making it all the more necessary to be able to learn.
In this research that invetigates literacy, it is necessary to define the term
“literacy” as the term that has been interpreted widely and the definitions has changed
considerably nowadays. It is important to understand that definitions and how literacy
contributes to students’ knowledge and academic potential in the higher education.
In Islam hystory, the importance of literacy came since Prophet Muhammad
SAW taught us (muslimin) to keep reading, writing, listening, and speaking in
delivering Islamic da’wah. Then, Allah also said in the al- Qur’an related to literacy in
Surah Al-Alaq: 1-5:
( ْ ‫) اِ ْق َر ْا َو َرب َُّك ا‬2( ‫ق‬
‫ال ْك َر ُم‬ ٍ َ‫ان َم ْن َعل‬َ ‫اال ْن َس‬
ِ ‫ق‬ َ َ‫) َخل‬1( ‫ق‬ َ َ‫اِ ْق َر ْا بِاس ِْم َرب َِّك الّ ِذىْ َخل‬
)5( َ
‫ان َمالَ ْم يَ ْعل ْم‬َ ‫) َعلَّ ِم ااْل ِ ْن َس‬4( ‫)الّ ِذىْ َعلَّ َم بِ ْالقَلَ ِم‬3
“(1) Recite in the name of your Lord Who created, (2) created man from a clot of
congealed blood, (3) Recite: and your Lord is Most Generous. (4) Who taught by the
pan, (5) taught man what he did not know.”1

1
Mustolehudin, “Kajian Terhadap Teksi Al-Qur’an Al-Alaq ayat 1-5”, Analysis Journal, (Vol.18(1), 2011),
pp.148-149
 In this verse, Allah SWT repeat the sentence “read” in three times. It is
emphasize that reading is one important activity in daily life. As we know that reading
activity is related to each skill in English. We can not stated that “this skill” or that
skill” is the most important, because all of the skill are related to each other. As the
researcher stated, that from reading related to writing and listening related to
speaking.
Eammon Egan, in his thesis claimed that there is no single or fixed perspective
on literacy education that students and teacher hold, because how students’
perspectives on literacy change as their literacy needs change, and how different
literacy activities are predicated on different perspective on literacy. In finding the
result of his themes, he identified in the student focus group data, followed by
structured and planned procedure around the themes.2 While in thesis by Cara
Accorso, she explore the students’ perspective on their literacy achievment. 3 Then, in
this research the writer want to show the students’ priority on literacy and how the
contribution of the priority develop in their academic and skill in learning English as
the second language.
Language is a tool for communication and as a human we communicate with
others to express our ideas and to know the others’ ideas as well. In expressing the
ideas commonly we say it or write it and to know the others’ ideas we can listen to it
or read what they want to deliver to us. While the role of literacy in language is a
person ability to express the ideas by reading, writing, listening, and speaking. It is
stated by UNESCO that defined literacy as the ability to identify, understand,
interpret, create, communicate and compute, using printed and written materials
associated with varying contexts. Literacy involves a continuum of learning in
enabling individuals to achieve their goals, to develop their knowledge and potential,
and to participate fully in their community and wider society (UNESCO, 2004;
2017).4
It is important to understand the component of literacy skills which help
learners develop component skills as they perform practical literacy tasks, also

2
Egan, Eammon. An Exploration into Perspectives on Literacy and Literacy Education for Students between
the Age of 16 and 18 who are Taking Vocational Qualifications in a Further Education College. (London:
University College London, 2016)
3
Accorso, Cara, "Exploring Urban Student Perspectives on Literacy Achievement" (2016). Education and
Human Development Master's Theses. 666. Retrieved from http://digitalcommons.brockport.edu/ehd_theses/666
at 26 October 2019 on 19.35 p.m.
4
Silvia Montoya, Defining Literacy, (Hamburg, Germany: UNESCO Institute for Statitics, 2018) pp. 2.
 increase the literacy skills will be used outside the classroom. 5 In addition, activites
that integrate reading and writing instruction contribute to the development of both
skills and also for listening and speaking activites. They require some of the same
knowledge and cognitive and linguistic processes, such as knowledge of vocabulary,
spelling patterns, text structure, so learning and insights in one area can lead to the
others.
Reading is an integrated activity which involved a number of act such as
identifying letters and words, combining sounds and its meaning, also get the meaning
of the text. Writing is one of important skill to be mastered too in language learning.
As noted educator, Grant Wiggins (2009), the point of writing is to have something to
say and to make a difference in saying it. 6 Also, listening has significant role in
English language. As important as those three skills, speaking takes the main part in
studying English.
From all the basic components mentioned above, literacy is an important
requirement in English teaching and learning activities. The researcher will show how
the students’ priority of literacy contributes to their knowledge and skill in learning
English as foreign language. The most important of literacy among reading, writing,
listening, or speaking, yet it is an interesting and challenging topic to be studied in a
research. Thus, the writer aranges the thesis entitled “Literacy Priority of Higher
Education Students”.

B. Research Questions
1. How do the students of English Education Department of UIN Walisongo
Semarang prioritize among reading, writing, listening, and speaking?
2. How does the priority contribute to the development of knowledge and skill for
students of English Education Department UIN Walisongo Semarang?

C. Research Objectives
1. To explain the priority among reading, writing, listening, and speaking of English
Education Department students of UIN Walisongo Semarang.

5
Improving Adult Literacy Instruction: Developing Reading and Writing. (National Academies Press, 2012)
pp.3-4. Retrieved from Google Play Books at 23 December 2020 on 18.50 p.m.
6
Grant Wiggins. Real World Writing: Making Purpose and Audence Matter. (Urbana: ERIC, 2009) English
Journal, v98 n5 pp. 29-37 retrieved from http://www.ncte.org/journals at 23 December 2020 on 18.52 p.m.
 2. To explain the contribution of literacy for developing a knowledge and skill of
English Education Departmen students of UIN Walisongo Semarang.

D. Pedagogical Significance
1. Theoretical benefit
It is expected that the result of the research will give additional knowledge on
literacy and the importance of literacy in knowledge and academical potential of
students.
2. Practical benefit
1) For Lecturer
This study can encourage teachers to develop their own perspective on literacy
and how the importance of literacy for knowledge and academic potential in
learning activities.
2) For English Students
The research can encourage their knowledge about literacy and maximize their
skill of literacy to improve their knowledge and academic potential.
3) The Writer
The study can develop the writer perspective on literacy and the writer gets
many experiences in the future as an English Teacher. The result can be used to
improve the researcher’s skill and knowledge in literacy.
4) The Other Researcher
By doing this research, the researcher gets new experiences and new
knowledge about the study, and hopefully, it can be a reference for the other
researcher to do the new research in the future.

E. Previous Researches
Various research had conducted some researches related to literacy priority.
As references from the previous researches, the writer presents in this section.
Here are five previous researches related to this study:
 1. A Thesis by Eamonn Egan (2016), entitled An Exploration into Perspectives on
Literacy and Literacy Education for Students between the Age of 16 and 18 who
are Taking Vocational Qualifications in a Further Education College7
This research is qualitative study with investigating the issue of literacy
education for 16-18 year olds who attend literacy lessons as part of a larger
vocational programme of study in further education colleges in England. The
study considers three different perspectives of literacy: literacy as a skill, literacy
as social practice and literacy in action, as ways of conceptualizing literacy, and as
a theoretical framework for the analysis and interpretation of the data.
The researcher draws on participants’ subjective views and experiences of
students’ literacy classes, which has purposes to find out not only what the
participants thought about their literacy classes, but why they thought the way
they did. In conducting this research, the researcher used social interaction
(observation) and talking to the participants to seek their perceptions and
subjective experiences of literacy classes (interview). In interview section, the
researcher used focus group interviews with students to generate data on students’
perspectives on literacy and literacy education by the largest group had 14
students and the smallest focus group had six students, and one-to-one interviews
with teacher to generate data on teachers’ perspectives on literacy and the literacy
education offerred to their students.
In analyzing the data, the researcher describe the procedure to analyse the
student focus group data, the teacher interview data, and the lessson observation
data. Then, the researcher identified patterns in the data through coding and
drawing. The researcher used the six-stage procedure as a planned and deliberate
procedure for the analysis of the data.
After reviewing this research, the writer found that this reesearch is very
good since the researcher carried out the analysis by identifying patterns in the
data rather than by an analysis of the responses to question and also the researcher
follow a deliberate and planned procedure to avoid his perspective on the analysis
in an arbitrary manner.

7
Egan, Eammon. An Exploration into Perspectives on Literacy and Literacy Education for Students between
the Age of 16 and 18 who are Taking Vocational Qualifications in a Further Education College. (London:
University College London, 2016)
 The similarity of the writer’s research to this previous one is focused on
students’ literacy. While the differences found from this research are the subject,
object, location, and the research method and data collections techniques. In this
reserach the subject were the students for 16-18 years olds in FECs and the
teacher who taught them and the object was the students’ perspective on literacy,
while the writer’s research subject is the second year of English Education
Department students’ and the object is the students’ literacy priority and the
contribution in their knowledge and skill in learning English.
This research is very useful for the writer since the research has the same
focus in research with deliberate and planned procedure. It helped the writer to
arrange the better research.

2. A Thesis by Cara Accorso (2016), entitiled Exploring Urban Student Perspectives

on Literacy Achievement8
This research is a qualitative study that explores urban adolescent students’
perspectives on their literacy achievement. It discusses the factors students feel
impact their achievement in literacy, as well as what challenges they face in
reaching academic achievement. This study also explores the reasons for
students’ academic challenges and successes, how students feel about statistics
about themselves, and what teachers can do to help students become the best
literacy learners they can be.
The researcher define literacy achievment as the academic success
students have with communicating through reading, writing, and thinking about
the text, both within the text, and beyond the text. Because this research is to
explore students’ perspective on their literacy achievement, the researcher explore
what factors students feel impact their achievement in literacy and what
challenges they face in reaching academic achievement. So, the researcher
investigate the external factors in students’ homes influence their literacy
achievement as well as the research focusing on the students perspective on
literacy achievement in an urban setting.

8
Accorso, Cara, "Exploring Urban Student Perspectives on Literacy Achievement" (2016). Education and
Human Development Master's Theses. 666. Retrieved from http://digitalcommons.brockport.edu/ehd_theses/666
at 26 October 2019 on 19.35 p.m.
 In conducting the research, the participant is six students from 7th grade
mathematics classroom. The researcher collected the data for this research through
interviewing six students who selected, as well as administering a reading survey
and a writing survey to explore what the students’ attitude towards literacy are.
Based on the researcher data, it is clear that student interest, choice, and identity
are related to urban student literacy achievement.
Then, the researcher analyze the data by using constant comparison
methodology to verified the accuracy from the responses. The researcher
discovered themes throughout the interviews, the reading surveys, and the writing
attitude surveys, tringulating data and permitting for more accuracy in answering
the research questions on the students perspective.
After analyzing this research, the writer found the similiraty to this
research, those are focusing on student’s attitude on literacy and using interview
in purpose conducting the data. This research will be useful for the writer to
arrange the better research on literacy programme.

3. A Journal by Joanne E. Marciano, Vaughn W. M. Watson, Alecia Beymer, and

Matthew R. Deroo (2020), entitled Examining Moments of Possibility Toward
College Readiness in a Literacy-and-Songwriting Initiative9
This research was kind of qualitative research that focused on ethnography
research design where the researcher investigating the literacy issues and interact
or observe with the participant in their life environment. The researcher explain
how they drew from culturally relevant and sustaining educational approaches to
build from students’ interests as strengthes in designing and enacting literacy
workshops aimed at supporting students in developing college-going identities.
The researchers describe three workshops that facilitated youth in the
literacy and songwriting initiative, analyze youth’s engagement in workshops
across two findings, and provide recommendations for adolescent and adult
literacy educator seeking to enact similar approaches for supporting students’
college readiness in their work.

9
Joanne E. Marciano and friends, Examining Moments of Possibility Toward College Readiness in a Literacy-
and-Songwriting Initiative, (USA: International Literacy Association, 2020), Journal of Adolescent & Adult
Literacy Vol. 0 No. 0 pp. 1-12, doi: 10 1002/jaal.1049
 In conducting the data, the reseachers developed and facilitated the first and
second workshops with 26 youth participants in the 2017 Verses summer
camp,and for workshop 3 with 19 youth participants in the summer 2018 camp.
The reasearcher instructional approach was informed by their understandings of
educational disparities related to college access for youth of color and youth’s
varied multiliteracy practices. Then, the data were notes curricular planning
meetings prior to each of three interactive workshops; curricular materials;
ethnographic field notes of the workshops; and reflective memos written after
each interactive workshop.
This research will be helpful for the writer to arrange the better research
since the research use interactive workshop to develop the students’ response on
literacy practice.

4. A journal by Ratna Rintaningrum (2019), entitled Explaining the Important

Contribution of Reading Literacy to the Country’s Generations: Indonesian’s
Perspectives10
This research investigates the literacy issues, the researcher stated that the
problem of student’s reading literacy ability has achieved considerable attention
with the active movement of the reading culture conducted both in developed and
developing coutries. The researcher claim that as a developing country, the
Indonesian government has risen and is actively working to move the reading
culture for the Indonesian people. The movement starts from early childhood
through the provision of libraries in various areas, such as schools, sub-districts
and villages as reading parks for all ages. The movement of the reading culture
that is undertaken will produce positive habits that possibly improves a student’s
interest in reading and affects student’s future career.
The researcher implemented qualitative analysis to obtain information
about the important contribution of reading literacy for today’s and the next
generations to build strong nations. By using interview techniques, the researcher
involves participants who like reading and experience the positive effects of

10
Ratna Rintaningrum, Explaining the Important Contribution of Reading Literacy to the Country’s
Generations: Indonesian’s Perspectives, (UK: International Journal of Innovation, Creativity and Change
(IJICC), 2019), Vol. 5 Issue 3, Special Edition: Science, Applied Science, Teaching and Education
 reading on human life. The results of the study shows that reading literacy can
influence the way people think and act.
The research is very good and will be helpful for the writer to arrange the
better research since this research has the same topics about the contribution of
literacy in students’ achievment and the same method that is interview, the
interview involves one-on-one and semi-structured interview in purpose to allow
depth to be achieved by providing the opportunity for interviewer to probe and
expand the interviewee’s responses.
5. A Journal by Robert Wallden (2020), entitled Interconnected Literacy Practice:
Exploring Classroom Work with Literature in Adult Second Language Education11
This is a qualitative classroom study explores literacy practices in adult
intermediate second language instruction, involving two teachers and their diverse
student groups over four weeks of work with literature.
The analysis of this research involves two teachers that have experiences of
reading literayure in any language widely and also have worked as teachers for
close to 30 and 15 years respectively. The researcher also involves their respective
groups of second language learner that are heterogenous in terms of home
country, first language, age, educational background and profieciency in the target
language.
In conducting the data, the material has been generated over two monyhs
through observations, voice recording (50 hours) and collected teaching materials.
The work with literature in both classes lasted for about four weeks, and the data
mostly collected during weekly discussions where parts of the novels were
followed up. The voice recording were transcribed (around 200 A4 pages) and
coded according to the analytical framework. The entailed reading the transcripts
through giving attention to the specified practice of meaning-making, text use,
text analysis and code breaking, and while the texts were referenced, the
corresponden was based on. the interactions were translatd from Swedish to
English, with Swedish expressions, words or morphemes in italics.
In analyzing the data, the researcher give two novel with different title to
the two participant teacher. The researcher explore the range of literacy practices

11
Robert Wallden, Interconnected Literacy Practice: Exploring Classroom Work with Literature in Adult
Second Language Education, (Europe: European Journal for Research on the Education and Learning of Adults,
2020), Vol. 11, No. 1, pp. 45-63
 during the classroom work with the novels and how these practice relate to each
other. The analysis it self will be oriented towards interaction qualities rather that
qualities which van be attributed to the novels themselves. The analysis started by
investigating intances of thect user ppractice, where the text is used for learning
about language, culture or society. The stages of using the novels are learning
about language, learning about culture, making meaning of the novels,
understanding language and culture and relating to previous knowledge,
negotiating figurative language, describing, explaining, judging and relating to
characters, analysing the novels, explaining narrative structure, criticising
representations, expressing opinions about the books, describing the language of
the novels, and the last is breaking the code.
The result shows a strong orientation towards meaning-making, which was
scaffolded by the teachers directing attention to language, style and narrative
structure. The exploration of literacy practice during the classrom work has shown
that attention to words and expressions, linguistic style, analysis od narrative
structure, as well as some code breaking practices, were employed in the of
meaning making. It indicates that the overiding priority in working with literatue
was to understand, and scaffhold understanding of the novels. The study also
shown the engage in critical literacy practices and to stimulate the teaching
practices.
After reviewing this research, the research is very good and will be helpful
for the writer to arrange the better research since this research overriding priority
in working with literature was to understand, and scaffold understanding, of the
novel. It shows that the research used very good method in developing literacy to
the students.

F. Literature Review
This chapter consists of the related literature review of this research. It will
discuss some definitions of literacy, parts of literacy that are reading, writing,
listening, and speaking, and also the literacy priority and its relation with higher
eduaction students. Hopefully, it can be understood easier by the reader for
comprehending the definitions in this research.
1. Literacy
 Literacy is a basic skill of human society as the requires individuals to be
literate, to be express themselves, to learn, and develop their knowledge and
potential, and participate fully in society. As a modern people we already know
about the world moves forward and new technologies increase the knowledge
available within aocieties, a literate, skilled population able to acces and make use
of these developments is a necessity. It supported by the definition of literacy by
UNESCO that definied literacy as three key features:
 Literacy is about how people use it, through a variety of media, as a means
of communication and expression,;
 Literacy is plural, being practiced for specific purposes in particular
contexts and using specific languages;
 Literacy involves a continuum of learning measured at virious proficient
levels.12

From those definitons above, it can be seen that literacy is more than the
ability to read and write but it’s all about commucation and expression of what
people see, read or even hear.

Based on Alberta Education, literacy is a foundamental competecy in all

learning as the primary important, because when learners has strong literacy skills
can acquire, create, connect and communicate meaning in a wide variaty of
contexts.

Alberta also said that literacy is clearly important to students in all learning
subject. In these case students may not transfer their literacy knowledge and skills
explicitly, but literacy must be embedded across the curriculum to both support
meaning and developed by the growing complexity of content.13

Based on what is stated above it means that literacy makes the students to be
critical thinker, confidence, creativity, and to be the person who know to solve
their problem in any various proccess of academic learning.

The emergency of literacy it self is start at birth when children learn how to
read and write something and it is still on going. So, the students’ literacy ability

12
Montoya, Silvia. (2018). Defining Literacy., Hamburg, Germany: UNESCO Institute for Statitics.
13
Alberta. (2010). Literacy Firts: A Plan for Action. Alberta, Canada: Minister of education. Alberta Education.
Arts, Communications and Citizenship. ISBN 978-0-7785-8591-6. pp. 2.
 correlates with literacy environtment. These because listening, reading, writing,
and speaking are all interletaed.

According to Scherba (2003), the concept of literacy has grown from a narrow
emphasis on reading and writing to a broader and more expansive view. As a
result of this advancement, literacy research now includes elements of a wide
range of communities that include cultural, political, and socioeconomic divides.
This is something that Dubin and Kuhlman (1992) agree on. According to Dubin
and Kuhlman (1992), literacy has taken on meanings that go beyond the basic
concepts of reading and writing. The term "literacy" has come to mean
competence, intelligence, and ability, according to these writers.14

2. Reading
Reading as one of English skills besides writing, listening, and speaking.
According to Cline, Johnstone & King (2006) there are three definitions of
reading:
“Reading is decoding written text and and understanding it. Decoding requires
translating the symbols (including braille) of writing systems into the spoken
words they represent. The purposes of reading, the context, the nature of the text,
and the strategies and knowledge of the readers determine understanding.”
“For specific reader purposes, reading is decoding and comprehending text.
By translating text into speech, and directly translating it into meaning, readers
decode written text. Readers engage in constructive processes to make text
meaningful, which is the end goal or product, in order to understand written text.”
“Reading is the process which the meaning is derived from text. This, for the
majority of readers, the process includes written text decoding. Some people
require such adaptations as adaptations as braille or audit to support the process of
decoding. Text understanding is determined by the purposes for reading, the
context, the nature of the text, and the strategies and knowledge of the readers.” 15

14
Archer, Elizabeth and friends, PIRLS 006 Summary Report: South African Children’s Readng Achievement,
ed. Monica Botha and friends (South Africa: Centre for Evaluation and Assessment (CEA), University of
Pretoria, 2018), ISBN. 978-1-86854-731-9, pp. 69.
15
Cline, F., Johnstone, C., & King, T. (2006). Focus group reactions to three definitions of reading (as
originally developed in support of NARAP goal 1). Minneapolis, MN: National Accessible Reading Assessment
Projects.
 Reading is described differently by different people. Reading, according to
Sutari, is the method of deciphering the meaning of something written or printed
by deciphering its characters or symbols. Reading is a second language that is
described as "the process of grasping a new language's full linguistic meaning
through the symbol used to represent it."16
Based on three definition above reading can be defined as the instantaneous
process. It can also be described as comprehension of the information and concept
transmitted, as well as identification of various written symbols with established
knowledge. It means that when a reader communicates with printed letters, he
seeks to get the visual (written) knowledge result or to understand the writer's
messages or texts. It is also possible to say that reading is not just the process of
matching written symbols to one's spoken language, but it is also the process of
comprehending the meaning of words, sentences, and related text.
The word "reading literacy" does not mean "simple or usable literacy." Rather,
the word refers to a wider understanding of reading, such as when to learn, how to
read, and how to focus on what has been read. (NAEP framework, 2002:8).17
Students will gain more vocabulary as a result of reading, and the more text
they learn, the more they will embrace new content. Reading, according to Grellet
is a continuous process of guessing, and what one brings to the next is always
more critical than what one finds there. Students should be taught to use what they
already know to grasp unidentified elements in reading, whether they are thoughts
or plain words.18

3. Writing
Writing is one of ways to tell our mind just like opinions, thoughts, comments,
etc. Furthermore, writing is the skill that most students are least proficient in when
acquiring a new language19.

16
Sutari.(2000). Basic Reader for Teaching. Jakarta: PT Gramedia Pustaka Utama. Pp.20
17
Archer, Elizabeth and friends, PIRLS 006 Summary Report: South African Children’s Readng Achievement,
ed. Monica Botha and friends (South Africa: Centre for Evaluation and Assessment (CEA), University of
Pretoria, 2018), ISBN. 978-1-86854-731-9, pp. 69.
18
Grellet, F. 1999. Developing Reading Skills. England: Cambridge University Press. pp. 7.
19
Nesamalar C., Saratha S. & Teh. (2005). ELT methodology: Principle and practice. Selangor: Shah Alam:
Oxford Fajar. ISBN: 9789676592149 9676592145. Pp. 147.
 Writing has always been seen as an important skill in the acquisition of
English. This relevance is due to the fact that it improves the grammatical
structures and teacher aspire to teach their students vocabulary. The students
should be encouraged to express their ideas, experiences through, and feeling on
paper clearly. Brown said that Writing is a two-steps process, first you figure out
your meaning then you put in into language20.
It means students should understand the meaning and grammatical structure
for what they want to write. Writing is a method of expressing thoughts, feelings,
or opinions in a written form.
Writing, according to Rahman (2013), is a skill that entails a writer's ability to
arrange letters, words, and complex language sentences into written
communication.21 Writing, according to the description, is a difficult skill that
requires students to be skilled at organizing words into sentences and sentences
into paragraphs.
Another definition provided by Jahin (2008) is that writing is an important
aspect of language learning because it provides an excellent means of foxing
vocabulary, spelling, and sentence patterns. It means that writing is an important
skill to learn because it offers excellent opportunities for foxing vocabulary,
pronunciation, and sentence structure.22
According to the definitions above, writing is the highest degree of ability.
Writing is the act of expressing one's thoughts through a sequence of symbols or
letters. Writing, as one of the constructive skills, necessitates the learner's ability
to explore, discover, and articulate thoughts, emotions, and experiences, as well as
write in appropriate language.

4. Listening
Asemota (2015) explained that listening is an activity of identifying words by
noticing the component of sounds and sound sequences.23 Gilakjani and Ahmadi

20
Brown, D.H. (2003). Language Assesments : Principles and Classroom Practices. New York: Longman.
21
Rahman Ubaidillah. Developing Ability in Writing Recoun Text Through Guiding Questions. JOURNE
Journal.2013.vol.1.no.2. pp. 2.
22
Jahin, J. H. The Effect of Peer Reviewing on Writing Apprehension and Essay Writing Ability of Prospective
EFL Teachers. Australian Journal of Teacher Education, Vol. 37(11), 60-84,2012. Pp. 125.
23
Asemota, H. E. (2015). Nature, importance, and practice of listening skill. An article in British
Journal of
Education Vol.3, No.7, pp.27-33.
 (2011) stated that the total time spent on communicating, listening takes up 40-
50%; speaking, 25-30%; reading, 11-16%; and writing, about 9%. It means that
listening is a fundamental component of communication.24
Despite the fact that the listener may repeat the sounds without real
comprehension, Hamouda (2013) stated that listening comprehension refers to the
listener’ understanding of what he or she has heard and his or her ability to repeat
the text.25 Listening comprehension according to Nadig (2013) refers to the
various processes of comprehending and making sense of spoken language.26
Listening is a difficult ability to master while studying a second language.
Many factors contribute to the difficulty, including sound inconsistencies between
the second language learner's first language and the second language he or she is
studying, a lack of vocabulary, grammatical ignorance, and pragmatic differences
between the two languages. As a result, Nasrudin (2013) stated English as a
foreign language (EFL) students must be prepared to take listening comprehension
exams.
Nasrudin also said that The term "listening comprehension" refers to the
ability to comprehend the implications of what you're doing. And the concrete
definitions of spoken language terms and sentences. Listening more than simply
hearing what is said, comprehension refers to a student's ability to comprehend the
meaning of the words they hear and react to them in some way. When student hear
a story, for example, they will understand it, recall it, analyze it, and even retell it
in their own words if they have strong listening comprehension. Since good
listeners grow up to be good communicators, this is a valuable skill to master even
at a young age.27
According to Atik Muji Rahayu (2013) Listening is a language ability that
helps students understand what is being said to them. In order to comprehend oral

24
Gilakjani, A. P. & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners' English
Listening
Comprehension and The Strategies for Improvement. An Article in Journal of Language Teaching and
Research,
Vol. 2, No. 5, pp. 977-988.
25
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi
students in
the EFL listening classroom. An article in International Journal of Academic Research in Progressive Education
and Development, Vol. 2, No. 2.Harmer, J. (20).
26
Nadig, A. (2013). Listening Comprehension. Encyclopedia of Autism Spectrum Disorders, 1743.
27
Nasrudin, Wakhid. 2013. Understanding the Teaching of Listening and Speaking. (Malang:States University
of Malang Press). pp. 3.
 communication at different stages, students must be able to receive and interpret
incoming information (input) quickly. This includes active processes in which
students relate what they hear to other knowledge they already know and integrate
it with their own ideas or experiences to build context in a very real sense.28
Based on definition above It is important for students to hear as much English
as possible at an acceptable stage. The level should either be simple for them at
this time or just above what they can already comprehend.
It is stated by Brown (2001) that the role of listening in language learning
cannot be overstated. Listening is an ability that allows you to recognize and
comprehend what others are saying. We internalize linguistic knowledge through
reception, without which we would be unable to process language. Commonly,
students often listen rather than they talk in the classroom.29
Listening, according to the concept above, is a detailed, active process of
perception in which learners balance what they've learned with what they already
know. It is a procedure for beginning the mind. We must pay close attention when
listening until we can study the other skills.

5. Speaking
In the oral form, speaking is a useful abillity. It, like the other skills, is more
complicated than it seems at first and requires more than just pronouncing words.
There are three types of circumstances in which we find ourselves speaking:
 Interactive
 Partially Interactive
 Non-Interactive
The example of interactive speaking situations are face-to-face conversations
and telephone calls, in which we are alternately listening and speaking and have
the opportunity to ask for clarification, repetition, or slower speech from our
conversation partner. Some speaking conditions are partly interactive, such as
delivering a speech in front of a live audience, where it is customary for the
audience to ask questions. Despite this, the speaker will see the audience and

28
Rahayu, Atik Muji,The Listening Comprehension of SMK Students in Demak,(Surabaya: Universitas Katolik
Widya Mandala, 2013), Magister Scientiae-ISSN: 0852-078X, Edisi No.34, pp, 119.
29
Brown, D.H. 1994. Language Assessment: Principles and Classroom Practices. (USA: San Francisco State
University), pp. 247.
 determine whetter or not he or she is being heard based on their facial expressions
and body language.30
Byrne (1997) defines speaking as "oral contact in a two-way phase between
the speaker and the listener" (or listeners). It entails both the active and responsive
skills of speaking and understanding (or listening with understanding). 31 Speaking
can be used for command in a wide variety of situations, according to Harmer
(1991).32 That is, speaking can be used to communicate between people through
time and space.
Burns & Joyce (1997) stated that producing, obtaining, and processing
information are all part of the interactive process of constructing meaning that is
known as speaking. The sense in which it happens, the participants, and the
intentions of speaking all influence its form and meaning.33
According to the definitions above, speaking is the act of communicating from
one person to another. It can be achieved by two or more people. Speaking for
academic purposes, according to Jordan (1997), is an umbrella term that describes
spoken language in a variety of academic settings. Furthermore, it implies that the
vocabulary used is typically formal or neutral, and that it adheres to the genre or
activity's conventions. Asking questions in lectures, participating in
seminars/discussions, giving an oral presentation: answering follow-up
questions/points, verbalizing details, and giving oral instructions are typical
situations or activities.34 That is to say, speaking is a technique for people to
verbally convey all of their behaviors.

6. Literacy Priority
Literacy definitions are notoriously difficult to come up with. Literacy is a
social construct, a complex and nuanced concept that has various meanings for
different cultural groups at different times. As a result, literacy is a dynamic and

30
Jones, B. F., Palincsar, A. S., Ogle, D. S., & Carr, E. G. (1987). Strategic teaching and learning: Cognitive
instruction in the content areas. Alexandria, VA: Association for Supervision and Curriculum Development.
31
Baron & Byrne. 1997. Social Psychology: Understanding Human Interaction (6th edition). USA: Needham
Heights Allyn & Bacon Inc. pp. 8.
32
Harmer, Jeremy. 2001. The Practice of English Language Teaching, 3rd Ed. New York: Pearson Education
Limited. Pp. 53.
33
Burns, A & Joyce, H. (1997). Focus on Speaking. Sydney: National center for English Language Teaching
and Research.
34
Richards, J. C. 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University
Press. Pp. 193.
 relative concept. While literacy is commonly thought to refer to the ability to read
and write prose and other print texts, it is actually an integrated set of language
and thinking processes and skills that includes a variety of behaviors, attitudes,
interests and knowledge, and serve a variety of purposes in various contexts.35
The most general definition of a “priority” is something that takes precedence
over something else. When we look at how the word “priority” is used in practice,
the “something else” is often ambiguous. In this case, students’ top literacy
priorities will be divided among four English language skills.

G. Research Design
The researcher used qualitative research design that focused on descriptive
research for conducting this study.
Descriptive qualitative method was a research method that based on post
positivism philosophy, and used for researching the condition of object naturally,
where the researcher as the key of instrument, taking the sample of data source by
purposive sample. It meant that qualitative study was descriptive not experimental
study and the theorizing is often based on inductive reasoning.
This research was to find out or looking about how students’ persepective on
literacy among reading, writing, listening, or speaking impose order on the flow of
experience to make sense of events and actions in their lives. This study was a
descriptive qualitative study, and the researcher uses the data for analyzing and
describe it in order to get the result finding of the research.

H. Source of Data and Setting

This study was conducted at UIN Walisongo Semarang for a month in Even
semester. The participtant was students of English Education Department in UIN
Walisongo Semarang who finished their advanced classes for Reading
Comprehension, Listening Comprehension, Speaking Comprehension, and Genre-
Based Writing. Their ages ranged from 18-20 years old.
The researcher chose students in the second year, and the amount of them are
30 student from English Education Department’s Class.

35
DSE/CEOV. (1994). Keys to Life, Professional Development Program for Secondary Subject Teachers.
Melbourne: Department of School Education/Catholic Education of Victoria.
 I. Method of Collecting Data
For the purpose of this research, questionnarie and interview were used to identify
students’ emotions, feelings, and opinions about their priority on literacy. Doing
interview will give more information about the case and students should answer some
questions related to problem of the study.
o Questionnaire, the researcher obtains the information needed by giving a
documents that ask the same questions of all students in the sample.
Questionnaire is a technique of data collection conducted by giving a set of
questions or written statements to the respondent to answer.36
o Interview, the researcher obtains the information needed (their opinion) by asking
questions (oral questions by the interviewer) and oral responses by the researcher.
The interview is a process of interaction, dialogue, question and answer verbally
committed by two or more persons directly to obtain the required information. In
the interview, the interview took only a guideline that outlines the things that will
be requested.37 Interview is used to provide structured data with greater depth.38
J. Instruments
1. Questionnaire
The researcher uses structured questionnaires (closed question) to find out the
students’ priority among reading, writing, listening, and speaking. Closed-ended
question refers to any question for which a researcher provied research
participants with options from which to choose a response. (Attachment 2)
Data that are obtained from questionnaires then was analyzed qualitatively. In
order to find out the answer the first research question, then the researcher
analyzed the data by classying it into score level, with the following procedure:
The ‘Importance Score’ of English Skills used in the classroom, the researcher
gives a score one to five, with the following level.
Tabel 1.1: Score Level

Score Important Level

36
Sugiyono, “Metode Penelitian Pendidikan – Pendekatan Kuantitatif, Kualitatif, dan R&D ”, (Bandung:
ALFABETA, 2016). P.199
37
Suharsimi Arikunto, “Prosedur Penelitian Suatu Pendekatan Praktik”. (Jakarta: Rineka Cipta, 1991), p.128.
38
Ummy Khoiunisya’ etc. “A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study
at SMA As-Salam Surakarta”. VISION: Journal for Language and Foreign Language Learning. Vol.7 No.1.
2018, p.14
 1 uimportant
2 less important
3 undecided
4 important
5 very important

In this research the writer used descriptive analysis technique to find out
average score students, by using the following formula:
(Gay 2006: 320)

x=
∑x
N

Where:

x=Mean score
∑ x =Total score
N=Number of respondent
The average score of the respondents’ perception of the student’s needs for
English then was covered into the following scale:
0.00 – 1.50 : uimportant
1.51 – 2.50 : less important
2.51 – 3.50 : undecided
3.51 – 4.50 : important
4.51 – 5.00 : very important

2. Interview
At this stage, the researcher uses primary data sources, that is data sources that
directly provide data to data collector. The source of the data comes from research
subjects in the form of results of the hypothesis from the quantitative stage. So
that it can created more valid and in depth data about how literacy gives
contribution on developing students’ knowledge and skill. Interview is kind of
verbal communications, which aims to obtain information.Interview is collection
tool information by asking a number of questions orally to be answered orally
also. Furthermore, it is a direct face to face attempt toobtain reliable and valid
 measures in the form of verbal responses from one ormore respondents. In-depth
interview is a process to obtain information for the purpose of researcher by face
to face questioning beween the interviewer and informant or interviewee, with or
without the use of an interview guide.39
The researcher uses a series of semi-structured questions with personal interview.
(attachment 3)

K. Method of Analyzing Data

The researcher will use descriptive qualitative research based on data collection.
The researcher collected, arranged, and presented data, because the qualitative method
is kind of research without using any calculation or statistic procedure. The researcher
will take the steps as follow:
1. Data Collection
The first stage in analyzing qualitative data here involves data collection. The
most common approach is to read and reread all the data and sort them by looking
for units of meaning-words, phrases, and sentence to make it easy to be learned.In
this stage, after get the data the researcher collected the data. After all, data are
collected the researcher places all units having the same coding together. It will be
easier to read the data. In short, by coding the all data we gathered, we can
underline the significant data that are appropriate with our topic of research. So, it
will beeasier read the data.
2. Data Reduction
Reduction data is summarizing, choosing the main things, focusing on the
important things, looking for themes and patterns and disposing of unnecessary
ones.40
So, at this step, the researcher checked all of the data collected from the
responses of informants, observation, documents, questionnaire result, and
interview result.
First, the researcher will use data from questionnaire stage by selecting the
result with appropriate result according to the research needed.

39
Burhan Bungin, (2007) Penelitian Kualitatif: Edisi Kedua (Jakarta: Kencana Prenada MediaGroup), p.111
40
Sugiyono, “Metode Penelitian Pendidikan – Pendekatan Kuantitatif, Kualitatif, dan R&D ”, (Bandung:
ALFABETA, 2016). P. 338
 Second, the researher will use data from interview stage by selecting the result
according to the research needed.
3. Data Display
After reducing all of the data, the next step is displaying the data. In
qualitative research, it can be done in short explanation, diagram, relationship
among category, flowchart, and others. Miles and Huberman (1984) in Sugiyono
explains about this that the most frequent form of display data for qualitative
research data in the past has been narrative text 41 It purposes to make easy for the
researcher in understanding what would happen, planning next task based on what
is understood of it.
In this step, the researcher classified answers and other data according to the
variable group. Then it was classified again according to certain indicators as set
before. By doing this, the data would have a suitable place within the framework of
predefined reports.
4. Conclusion
Interpretation is the final step in the data analysis technique. 42 At this stage,
researcher interpreted the data that had been previously coded by enriching
information through comparative analysis does not eliminate all original context.

L. Procedure and Timeline

1. The researcher will share the questionnaire to the students and collecting the data.
(first week)
2. To make sure the questionnaire data, the researcher will ask some questions to the
students and write down and record all what the students say in the interviewing
session. (second week)
3. After all the data have been collected, the researcher will organize and arrange it
based on the type of the data in order to make easier.
4. When all the data have been already prepared, the data will be analyzed by the
researcher. The data will be analyzed carefully so that the result is an authentic
result of the study. (third-fourth week)

41
Sugiyono, “Metode Penelitian Pendidikan …., p. 341
42
Andi Prastowo, “Metode Penelitian Kualitatif dalam Perspektif Rancangan Penelitian” (Jogjakarta: Ar-Ruzz
Media, 2014).p. 239
M. Report Organization
Chapter I : Introduction
a. Background of the research
b. Formulation of the research problem
c. Purpose of the study
d. Significance of the study
e. Scope and limitation of the study
f. Definition of key terms
g. Review of previous study
h. Organization of the study

Chapter II : Literature Review

a. Literacy
b. Reading
c. Writing
d. Listening
e. Speaking

Chapter III : Research Method

a. Research design
b. Subject of the study
c. Data source
d. Technique of data collection
e. Data analysis

Chapter IV : Data Finding and Discussion

a. Data presentation
b. Data Finding

Chapter V : Discussion

a. Discussion

Chapter VI : Conclussion and Suggestion

a. Conclussion
 b. Suggestion

Referencess

Appendixes

Declaration of Authorship

Curriculum Vitae

Bibliography

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Ummy Khoiunisya’ etc. “A Teacher’s Beliefs and Practices of Using Video to Teach
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Language and Foreign Language Learning. Vol.7 No.1. 2018
 APPENDIX

Attachment 1

Lattice of Instrument

No Indicators No. Questions Total

.
1. Realizing the important in study the 1, 2, 3, 4 4
following skills abilities items
2. Realilzing the difficulties in study the 5, 6, 7, 8 4
following skills abilities items

3. Realizing the great enthhusiasm in study the 9, 10, 11, 12 4

following skills abilities items

4. Realizing the important to success in study 13, 14, 15, 16 4

the following skills abilities items
5. Realizing the important of strategy in study 17, 18, 19, 20 4
the following skills abilities items
Attachment 2

Questionnaire of Students’ Priority on Literacy

A. Instructions
1. Student Identity
Name : ...................................................
NIM : ...................................................
2. Please answer this questionnaire honestly.
3. This instrument consists of statement column and an answer column.
Please give your answer by checking member (v) in the place that has been
divested.
4. There are five answer choices, each answer with a different meaning as follow:
1 : Uimportant
2 : less important
3 : undecided
4 : important
5 : very important
B. Questionnaire

Score Level
No. Statements
1 2 3 4 5

1. I realize the importance of English listening skill

2. I realize the importance of English speaking skill

3. I realize the importance of English reading skill

4. I realize the importance of English writing skill

5. I find that listening comprehension difficult

6. I find that speaking comprehension difficult

7. I find that reading comprehension difficult

8. I find that writingcomprehension difficult

9. I find that listening comprehension exciting

10. I find that speaking comprehension exciting

11. I find that reading comprehension exciting

12. I find that writing comprehension exciting

13. I receive sufficient training in English listening

comprehension during my study
14. I receive sufficient training in English speaking
comprehension during my study
15. I receive sufficient training in English reading
comprehension during my study
16. I receive sufficient training in English writing
comprehension during my study
17. I have heard about listening strategy to enhance
my ability
18. I have heard about speaking strategy to enhance
my ability
19. I have heard about reading strategy to enhance
my ability
20. I have heard about writing strategy to enhance
my ability
Attachment 3

Interview Guideline

Research Focus : Enhancing Students’ Knowledge and Skill through Prioritizing

Literacy

The following main questions are:

1. Have you heard about literacy?

2. What do you think about literacy?

3. How are literacy rates in your education?

4. How does literacy influence in your learning?

5. How does literacy affect in your knowledge?

6. How does literacy affect in your skill?

7. How do you develop literacy skills in your classroom?

8. Is literacy important to your English learning? If important, why is literacy important to

your education?