PEMBELAJARAN BAHASA INGGRIS BERBASIS LITERASI DI SEKOLAH DASAR (Studi Etnografi di SD Tara Salvia Tangerang-Selatan)

Penelitian ini bertujuan untuk mendapatkan pemahaman yang mendalam dan komprehensif tentang proses pembelajaran bahasa Inggris berbasis literasi di kelas tiga Sekolah Dasar (SD) Tara Salvia, Tangerang-Selatan. Metode penelitian ini adalah penelitian etnografi. Subjek penelitian ini adalah guru, siswa kelas 3 SD, orang tua siswa, kepala sekolah, dan staf di sekolah. Peneliti berperan sebagai pengamat partisipan (participant observer). Pengumpulan data dilakukan melalui observasi partisipan dengan menggunakan teknik observasi, wawancara, catatan lapangan, dan studi dokumen. Data dianalisis berdasarkan teori Spradley: analisis domain, analisis taksonomi, analisis komponen, dan analisis tema budaya. Hasil penelitian menunjukkan bahwa (1) Tujuan pembelajaran bahasa Inggris berbasis literasi di kelas tiga Sekolah Dasar Tara Salvia Tangerang-Selatan adalah siswa menguasai kemampuan literasi dasar (yakni membaca, menulis, menyimak dan berbicara) secara komunikatif; (2) Materi ajar dikembangkan berdasarkan genre teks (teks narasi, deskriptif dan prosedur) dalam bentuk buku cerita mini dan buku cerita ukuran besar, buku resep masakan, komik strip, film/video kartun digital; (3) Metode pembelajaran bahasa Inggris dilakukan dengan metode kolaboratif, kontekstual, dan komunikatif; (4) Penilaian dilakukan melalui penilaian portofolio yang mengevaluasi semua proyek/tugas dan hasil karya siswa (berupa produk) siswa serta penampilan siswa keseluruhan; (5) Budaya literasi yang terbentuk (a) budaya guru dan siswa yang aktif, kreatif, inovatif, dan kolaboratif; (b) budaya berliterasi (membaca dan menulis serta mengomunikasikan hasil pemahaman membaca melalui karya tulis/produk literasi); (c) budaya disiplin dan saling menghargai sesama teman; (d) budaya berani bertanya dan berkomunikasi menggunakan bahasa Inggris di setiap mata pelajaran bahasa Inggris; (e) budaya menulis jurnal refleksi di setiap akhir proses pembelajaran. Budaya literasi yang terbentuk merupakan pengaruh lingkungan kebahasaan (yakni peran guru, siswa, orang tua siswa, dan sekolah) yang sinergis dan harmonis. Kata kunci: Literasi, Pembelajaran Bahasa Inggris, Etnografi **************** The purpose of the study is to get a deep and comprehensive understanding of the literacy-based English Language Teaching at the third grade class of Tara Salvia elementary school. The method of this reserach is etnographic method. The subject of the study were English teacher, the third grade of elemtary students, parents, school principal, and schooll staffs. The researcher acted as participant observer. Data was collected through participant observation by conducting class and school observation, interview, fieldnotes, and document study. Data were analyzed based on Spradley’s theory on ethnograpic study, such as: Domain Analysis, taxonomic analysis, component analysis, and cultural theme analysis. The results showed that (1) the objectives of literacy-based English learning in the third grade of Tara Salvia Elementary School Tangerang-Selatan were students mastering basic literacy skills (ie reading, writing, listening and speaking) communicatively; (2) The teaching materials are developed based on the text genre (narrative, descriptive and procedural texts) in the form of mini story books and large story books, cookbooks, comic strips, digital cartoon films/videos; (3) The method of learning English is done using collaborative, contextual, and communicative methods; (4) Assessment is carried out through portfolio assessment which evaluates all student projects/tasks and student works (in the form of products) as well as overall student performance; (5) A literacy culture that is formed (a) a culture of teachers and students who are active, creative, innovative, and collaborative; (b) literacy culture at school (reading, writing and communicating as the results of the reading comprehension practice through written works or students’ literacy products); (c) discipline culture and mutual respect for each other at school; (d) a culture of asking questions and speaking English during the teaching-learning process; (e) the culture of writing a reflection journal at the end of the learning process. Those literacy cultures were built because of the linguistic environment (such as the roles of teachers, students, parents, and the school principle) which flows in synergistic and harmonious. Keywords: English Language Teaching, Literacy-Based, Ethnograph