Dampak pelatihan literasi berbasis wacana dan praktik budaya lokal terhadap keterampilan membaca dan keterampilan hidup masyarakat The impact of discourse-based literacy training and local cultural practices on community reading skills and life skills
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Abstract
The majority of people in remote areas have low literacy levels that hinder their employment, so literacy training for adults is needed. The purpose of this study was to investigate the impact of reading literacy training based on texts and local cultural practices on the community’s reading and life skills. A quasi-experimental method was used involving 225 people living in Wanayasa District, Ciawi Village, Purwakarta Regency, West Java Province. Data were collected through reading ability tests and interviews. Data analysis used descriptive analysis, paired t-tests, ANOVA, and effect sizes. The results of the study indicate that literacy training based on discourse and local cultural practices can improve the community’s reading and life skills. Improved reading competency includes increased reading comprehension, increased reading motivation, decreased reading anxiety, and decreased cognitive load. Furthermore, thematic analysis of interview results showed that literacy teaching interventions increased knowledge that supports employment, reading comprehension, and life skills. Therefore, literacy training based on discourse and local cultural practices can improve the community’s reading comprehension and life skills. This study implies that adult literacy training should be integrated with content needed to support life skills.
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Nurmahanani, I., Sriwulan, N., & Putri, H. E. (2026). Dampak pelatihan literasi berbasis wacana dan praktik budaya lokal terhadap keterampilan membaca dan keterampilan hidup masyarakat. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 9(1), 187-198. https://doi.org/10.30872/diglosia.v9i1.1785
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Alvelos, H., & Barreto, S. (2022). Contributions towards a plurality in design narratives: Addressing dynamics between global and local discourses. The Design Journal, 25(6), 934–954. https://doi.org/10.1080/14606925.2022.2125731
Asongu, S. A., Odhiambo, N. M., & Rahman, M. (2024). Information technology, inequality, and adult literacy in developing countries. Journal of the Knowledge Economy, 3927–3945. https://doi.org/10.1007/s13132-023-01307-8
Barkhoda, J., Azizi, A., & Abdulrahman, B. S. (2025). Bridging worlds: Enhancing English teaching through a culture-based approach in Iranian Kurdistan. Cogent Education, 12(1), Article 2464308. https://doi.org/10.1080/2331186X.2025.2464308
Capstick, T. (2022). Mediating discourses of displacement in the literacy practices of refugees and humanitarian actors in Jordan, Kurdistan region of Iraq, Lebanon and Turkey. Journal of Immigrant & Refugee Studies, 20(3), 413–426. https://doi.org/10.1080/15562948.2021.1931620
Chao, Y. (2024). Different tracks, same greenness? Environmental literacy models integrated with teachers’ environmental education practices for academic vs. technical/vocational high school students. Cogent Education, 11(1), Article 2357922. https://doi.org/10.1080/2331186X.2024.2357922
Colliander, H., Ahn, S. E., & Andersson, P. (2018). Actions and conceptions: Exploring initial literacy teaching practice for adults. Journal of Language, Identity & Education, 17(5), 306–319. https://doi.org/10.1080/15348458.2018.1465344
Davis, C., Lawson, K., & Duffy, L. (2025). Academic literacy in enabling education programs in Australian universities: A shared pedagogy. The Australian Educational Researcher, 52(1), 539–561. https://doi.org/10.1007/s13384-024-00729-w
Eren, M., & Enes, U. (2025). Adapting the generic conspiracist beliefs scale into Turkish and its relationship between critical thinking, information literacy, and media literacy in prospective teachers: A mixed study. Education and Information Technologies, 5354–5378.
Furness, J., Rua, M., Masters-Awatere, B., Piercy-Cameron, G., Cochrane, B., & Heaton, S. (2023). A Mātauranga Māori perspective of literacy for adults. New Zealand Journal of Educational Studies, 58(2), 309–324. https://doi.org/10.1007/s40841-023-00302-6
Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2022). Effectiveness of literacy teaching design integrating local culture discourse and activities to enhance reading skills. Cogent Education, 9(1), Article 2016040. https://doi.org/10.1080/2331186X.2021.2016040
Häggström, M., & Schmidt, C. (2020). Enhancing children’s literacy and ecological literacy through critical place-based pedagogy. Environmental Education Research, 26(12), 1729–1745. https://doi.org/10.1080/13504622.2020.1812537
Imaduddin, M., Sjöström, J., & Eilks, I. (2025). Implications of the concept of glocalization for science education for sustainability with a specific view on promoting water literacy. Science & Education. Advance online publication. https://doi.org/10.1007/s11191-025-00695-4
Iversen, J. Y., Munden, J., & Nambao, M. (2024). Stories and early literacy education in Zambia: Donor-initiated projects, educational policy and teacher beliefs. Language and Education, 38(5), 691–708. https://doi.org/10.1080/09500782.2023.2265905
Kerimbayeva, B. T., Niyazova, G. Z., Meirbekov, A. K., & Kibishov, A. T. (2024). A network communicative culture for future teachers: Development of digital literacy and communicative competence. Cogent Education, 11(1), Article 2363678. https://doi.org/10.1080/2331186X.2024.2363678
Lan, R., & Shen, Z. (2025). Authenticity in resettlement communities based on cultural attachment theory. Journal of Cultural Heritage Management and Sustainable Development, 1–7.
Lang, S. (2025). Adults’ participation in non-formal literacy programmes in Cambodia: A mixed-methods study of motivational factors and barriers. International Review of Education, 71(1), 55–79. https://doi.org/10.1007/s11159-024-10093-7
Liu, Y., Zhang, L., Xu, K., Ding, Y., Li, F., & Zhang, T. (2024). Cross-cultural adaptation and validation of the short nutritional literacy scale for young adults (18-35 years) and analysis of the influencing factors. BMC Public Health, 1–12.
Mashala, M., & Sanders, D. A. (2025). The use of translanguaging to support the teaching of literacy: Intermediate phase teachers’ perceptions. International Journal of Multilingualism, 22(1), 1–18. https://doi.org/10.1080/14790718.2025.2502949
Mengiste, S. T. (2025). Teachers’ beliefs and practices in social studies: Aligning theory with practice. Cogent Education, 12(1), Article 2533299. https://doi.org/10.1080/2331186X.2025.2533299
Miller, E. C., Severance, S., & Krajcik, J. (2021). Motivating teaching, sustaining change in practice: Design principles for teacher learning in project-based learning contexts. Journal of Science Teacher Education, 32(7), 757–779. https://doi.org/10.1080/1046560X.2020.1864099
Millora, C. (2023). ‘Social-contextual’ approaches to family literacy programmes: Policy and practice lessons from the field. Compare: A Journal of Comparative and International Education, 53(8), 1–18. https://doi.org/10.1080/03057925.2023.2254231
Morgan-Duggan, C., Brooks, J., Graham-Wisener, L., & Rowland, C. (2025). Adopting the lens of the COM-B behaviour change model to qualitatively explore and understand public health implications of young adults’ attitudes towards death-talk. Death Studies.
Nafsika, T., & Vasileios, D. (2025). Empowering adult learners through information literacy: A case study on using MIT app inventor in second chance schools. Journal of Adult and Continuing Education, 1–14.
Nigar, N., Kostogriz, A., Mhilli, O., & Yu, X. (2024). Curriculum as ‘folding’ democratic practice: Integrating Deleuzian and Deweyan philosophies with the lived experiences of English teachers. Curriculum Perspectives, 44(4), 411–424. https://doi.org/10.1007/s41297-024-00258-7
Papen, U., & Tusting, K. (2020). Using ethnography and ‘real literacies’ to develop a curriculum for English literacy teaching for young deaf adults in India. Compare: A Journal of Comparative and International Education, 50(8), 1140–1158. https://doi.org/10.1080/03057925.2019.1585756
Pujiastuti, I., Damaianti, V. S., & Syihabuddin, S. (2022). Membangun pemahaman bacaan mahasiswa melalui aktivitas pascabaca. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 5(1), 119–134. https://doi.org/10.30872/diglosia.v5i1.356
Ratri, D. P., Rachmajanti, S., Anugerahwati, M., Laksmi, D., & Gozali, A. (2025). Fostering cultural competence: Developing an English syllabus for young learners in the Indonesian EFL context with emphasis on local culture to maintain students’ identity. Cogent Education, 12(1), Article 2440177. https://doi.org/10.1080/2331186X.2024.2440177
Rossiter, M. P., & Bale, R. (2023). Cultural and linguistic dimensions of feedback: A model of intercultural feedback literacy. Innovations in Education and Teaching International, 60(3), 368–378. https://doi.org/10.1080/14703297.2023.2175017
Sari, L., & Wardani, P. (2020). Kualitas argumentasi mahasiswa dalam wacana debat “budaya literasi sekolah” pada pembelajaran. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 3(3), 341–350.
Schmidt, C. (2020). Ethnographic research on children’s literacy practices: Children’s literacy experiences and possibilities for representation. International Journal of Qualitative Studies in Education, 33(7), 7823–7838. https://doi.org/10.1080/17457823.2018.1512004
Tighe, E. L., Tock, J. L., & Petscher, Y. (2024). Writing and computer skills-use of U.S. adults with low literacy skills. Reading and Writing, 37(1), 205–230. https://doi.org/10.1007/s40955-024-00290-0
Zhu, J., Fu, H., Leung, A. Y. M., Zhang, Y., Lin, J., Li, Y., Kang, Y., & Sun, R. (2024). Exploring the barriers to the development of organizational health literacy in health institutions to meet the needs of older patients from multiple perspectives: A mixed-methods study. BMC Geriatrics, 24, Article 5530. https://doi.org/10.1186/s12877-024-05530-z