Teacher Responsive Strategies in Early Literacy Development: A Case Study in Suburban Jakarta
DOI:
https://doi.org/10.21009/jpud.v20i1.55548Keywords:
early literacy, case study, culturally responsive pedagogy, culturally responsive teaching, responsive strategiesAbstract
This study aims to analyze the responsive strategies used by teachers in developing early childhood literacy in suburban Jakarta. A qualitative desciptive collective case study involved observations and interviews in six urban Jakarta early childhood institutions, with data analyzed thematically using Miles and Huberman’s interactive model. Data were thematically analyzed using the lens of Culturally Responsive Teaching (CRT). The findings show that teachers implemented responsive strategies through contextual learning media, role-play activities, individual support, and children’s participation in classroom decision making. However, challenges remain, including the dominant use of worksheets, limited attention to phonological awareness and reading comprehension, the prevelence of English-baesd litercy media over the mother tounge, and suboptimal parental involvement in home literacy activities. The study concludes that early literacy development should be balanced, meaningful, and culturally grounded. Strengtening teacher capacity in implementing comprehensive responsive strategies are building active partnerships with families is essential for establishing a strong foundation for early literacy.
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