From Needs Analysis to a RADEC-School Literacy Movement Learning Design for Fifth-Grade Reading Comprehension and Expository Writing
DOI:
https://doi.org/10.61255/jupiter.v4i4.2027Keywords:
RADEC, School Literacy Movement, Needs Analysis, Learning DesignAbstract
Purpose: Elementary students in Indonesia still struggle with reading comprehension and writing, while the School Literacy Movement (SLM) has not been fully translated into classroom instruction. This study documented a needs analysis and formulated a RADEC-SLM learning design for fifth-grade literacy.
Methods: A design study covering the analysis and design phases of ADDIE was conducted in eight elementary schools in Purwakarta, Indonesia. Document study of 17 literacy documents, classroom observations, interviews with eight teachers, and questionnaires completed by teachers and 224 fifth graders provided the data, which were analyzed qualitatively and descriptively. The design phase mapped the five RADEC stages onto the three SLM stages to produce an alignment matrix and a product blueprint.
Findings: Literacy policies existed but were rarely operationalized: only four of eight schools had an SLM implementation guide, instruction questions were predominantly literal, and expository writing modeling appeared in three schools. Teachers and students expressed strong need for an integrative design (85%), while students' writing habits scored lowest (56%). These needs directed an alignment matrix linking Read-Answer-Discuss-Explain-Create to the habituation, development, and learning stages of SLM, and a six-component product blueprint for reading and writing instruction.
Research Implications: The study provides an evidence-based procedure for translating school literacy policy into classroom design, with an alignment matrix teachers can use to integrate literacy programs into subject instruction.
Originality: Few studies document a needs-based pathway from analysis to learning design that aligns RADEC with SLM for elementary literacy.
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