School Literacy Movement and Its Implications towards Students’ Learning: A Comparative Case Study in Jakarta and Taiwan
As everyday practices as well as a form of cultural transmission, literacy cannot be seen as merely in its traditionalist notion, i.e. reading and writing. From the lens of nation-state building, it can also be construed as the indicator of one nation’s competitiveness that encompasses critical thinking, creativity, communication, teamwork, and information technology. This comparative study on literacy praxis in Indonesia (Jakarta) and Taiwan sheds light on investigating how these two countries accelerate their citizen’s (read also: Junior High School students) literacy competences. The investigation also includes the students’ parents and community supports in the practices, as well as the impacts on the students' literacy development. This is imperative as it delineates the extent as well as scope of this learning continuum achieves its success. Deploying mixed-method approach, the data were taken from observation transcripts, questionnaires, interview transcripts, document analysis, and focus group discussion. It is found that the literacy praxis in Jakarta was merely focused on mass supporting activities (in form of school-based literacy celebration) rather than on its collective (government, school, community) attempt in developing students' literacy skills. Unlike Indonesia, the launch of the 2008 Multilingual Literacy in Taiwan not only proved to promote the literacy habit from birth, but that it also positioned Taiwan in 2018 PISA report as the seventeenth in reading and the eighth in math, science, and reading the highest of worldwide ranking of 71 OECD countries.