Open AccessWhat Could the Big6 Strategy Do to Students’ English and Information Literacies?
Author(s) -
Chuzaimah Dahlan Diem,
Nova T. Yuniarti,
Soni Mirizon
Publication year - 2019
Publication title -
studies in linguistics and literature
Language(s) - English
Resource type - Journals
eISSN - 2573-6434
pISSN - 2573-6426
DOI - 10.22158/sll.v3n1p30
Subject(s) - information literacy , mathematics education , literacy , test (biology) , reading (process) , psychology , intervention (counseling) , sample (material) , pedagogy , political science , paleontology , chemistry , chromatography , psychiatry , law , biology
This study was aimed to investigate what the Big6 strategy could do to the development of both students’ proficiency in English literacy and information literacy. To achieve the purpose, an experimental study with time series design was conducted. Forty-five students of a private secondary school in Palembang were randomly selected for intervention based on their levels of reading. To collect the data, both English literacy and information literacy tests were given to the students. The results of paired-sample-t test analysis show that both students’ English and information literacies improved significantly. However, the students’ level of English Literacy was only a little bit above average and their information literacy was proficient. When regression analysis was used, only students’ speaking skill of English Literacy and the ethics aspect of information literacy contributed the least to the total achievement of each variable. These imply that the Big6 strategy is able to make a difference in students’ English and information literacies. It also deserves to be used in ELT classrooms in the future for students to enhance their English literacy including their oral expression skill and to familiarize themselves with ethical aspect of information literacy from their puberty.