Key points are not available for this paper at this time.
While research exists on literacy focused on children in formal school, there is little evidence of how adult literacy is depicted in social practice from the perspective of what adults do in daily life. This study investigates the effectiveness of literacy teaching design integrating local culture discourse and practice to enhance the reading skills of adults in Indonesia. One hundred participants from underdeveloped areas aged 25–50 contributed to the learning process for twelve lesson units. We elicited data by using two instruments, namely multiple-choice questions and interviews. The statistical analysis showed that instructional design profoundly affected the improvement of reading skills. The thematic analysis showed how participants evaluated the literacy teaching design as enriching knowledge, sharing understanding among participants and motivating them to improve their life skills. This study will be useful to teachers who are seeking cognitive and practical instructions to promote reading skills in the classroom.
Hadianto et al. (Wed,) studied this question.