Enhancing students’ literacy skills through social constructivism-based literacy learning environment model

Abstract

The aim of this study was to enhance students’ literacy skills through a social constructivism-based literacy learning environment model. The research method used was a quasi-experimental design with a non-equivalent pre-test and post-test control group design. Participants in this study were 74 third-year students of one of the public elementary schools. The instruments were the reading skill test and rubric instruments to assess narrative essay writing skills. Data were analysed through the average score and hypothesis test. The average scores of reading and writing in the experimental class were higher than the control class. Then, there is a significant influence of the social constructivism-based literacy learning environment model and regular learning on students’ literacy skills. Moreover, there is a significant difference between the influence of learning in the experimental and control classes. It can be concluded that a social constructivism-based literacy learning environment model can enhance students’ literacy skills.        

Keywords: Literacy learning environment model; literacy skills; social constructivism