KISI KISI PENILAIAN AKHIR SEMESTER 1 (PAS) BAHASA INGGRIS KELAS 7 SMP

Kisi-kisi Penilaian Akhir Semester (PAS) 1 muatan pelajaran Bahasa Inggris Kelas 7 SMP bisa diunduh melalui tautan yanga ada di bawah ini: 

http://gg.gg/Kisi-Kisi-PAS1BING

Selamat belajar dan Semoga mendapatkan hasil yang maksimal.

Breaking Bad Habits

Some students like to come to the school late, a lot of us can't stop gossiping, and others always spend their time playing online games. These are some examples of bad habits. Bad habits like these can cause trouble in your life. What can you do to break the bad habits? Read this article to end your bad habits and your life will be good.

I Can Do It Tomorrow

 Problem: Do you like to postpone your assignment until the last minute and then stay up all night to finish your task?

Solution: Some students like to put things off   because they seem overwhelming. Try to divide your job into smaller steps. After you finish each task, reward yourself with a snack, chocolate, or a call to your friend.

Never on Time

Problem: Are you always late? Do your friends invite you to an event a half hour early?

Solutions: Set an alarm clock. For example, if your class start at 8 o'clock, and it takes 20 minutes to get to the school, you have to leave at 7:40. Set the alarm to go off at the time you need to leave.

Adapted from Interchange Third Edition.

How to be Successful in Online Learning (Part 1)

Get Organized. Making a plan for what will you do and when will you do is an important thing that you have to do. It will make sure that you are always on the right track.

Eliminate the Distractions. Without a teacher looking over your shoulders and also a classmate sitting next to you, it is very easy for you to get distracted with many kinds of games, movie, social media, television programs, and other things that make you leaving your online classes. Therefore, you have to have such kind of place that is like your real classroom. A place that is free from the distractions.

Take Notes. Many students like to skip the materials that the teachers give without taking any notes. Meanwhile, all of the information and also the materials are available online. If you do not take some notes, you will not have anything to study when you have a test. So, taking some notes will help you to review the material given by your teachers.

Find “a Study Buddy”. You should find someone who is studying the same thing as you. It’s usually more fun when you have someone to talk about your studies. In addition, having chats with a group of students who are learning the same thing as you is a good way to overcome the confusing class material or prepare for a test. You can quiz each other, reteach the materials and also discuss the lessons.

After reading the article, based on your experience, can you add one more idea that make online learning succeed?

USING PORTFOLIO TO ASSESS YOUNG LEARNERS PERFORMANCE

 

Introduction

Traditional forms of testing and assessment have been criticized for their failure to truly assess young learners. Traditional forms of assessment do not represent the activities that children usually perform in the classroom. Children have an amazing ability to absorb the language through play and other activities which they find enjoyable (Scott and Ytreberg, 1990). Therefore, if the children are assessed using the traditional form of assessment, the result will not reflect the students performance. In addition, traditional forms of assessment only focus more on product rather than the process. For example, objective paper and pencil tests usually focus on whether children get the right answers, instead of the process of how they arrive at their responses (Fischer and King, 1995).

Scott and Ytreberg (1990: 7) stated that formal assessment may not be a compulsory part of a young learners’ teacher. It is always useful for the teacher to make regular notes about each child’s progress. These activities can be done by using alternative or authentic assessment. Authentic assessment describes the multiple forms of assessment that are consistent with classroom goals, curricula, and instruction (O’Malley and Pierce, 1996). Authentic assessment involves gathering information concerning a child performance while the child is engaged in genuine or realistic learning opportunities (Rhodes and Shanklin, 1993). Various types of authentic assessment have been used to supplement traditional forms of assessment. Authentic assessment have proven to be particularly useful in many classroom situations where paper-and pencil tests cannot gather specific types of information about children’s achievement (Tierney, Carter, and Desai, 1991). Therefore, nowadays, many teachers choose authentic assessment as an instrument to measure the children’s performance and to get some information about the children’s progress during the teaching and learning process.

One method of authentic assessment is to assemble and review a portfolio of the child’s work.

Portfolio

Portfolio is a record of the child’s process of learning: what the child has learned and how he/she has gone about learning; how he/she thinks, questions, analyzes, synthesizes, produces, creates; and how he/she intellectually, emotionally, and socially interacts with others. Arter and Spandel (1991) define the portfolio as purposeful collection of student’s work that exhibits to the students, or others, his/her efforts or achievement in one or more areas. Portfolio assessment involves the collecting of materials which reflect or illustrate a child’s performance, progress, achievement, experience, knowledge, and skills acquired over a period of time (Taylor, 1994). Portfolio assessment is the purposeful and systematic collection of a child’s work that reflects accomplishment relative to specific instructional goals or objectives (O’Malley and Pierce, 1996). However, a portfolio is more than a folder filled with a child’s work samples. It is a collected record of a child’s work which represents a variety of modes of learning to show the depth, breadth, and development of the child's competence. A portfolio is an authentic visual presentation of a child's performances, capabilities, strengths, weaknesses, and progress over time (Fischer & King, 1995).

Young learner

Scott and Ytreberg (1990) define the young learners as pupils between five and ten or eleven years old. They, then, classify the young learners into two categories, five to seven year olds and eight to ten year olds children. Each category has some characteristics, for examples young children love to play and learn best when they are enjoying themselves, they understand situations more quickly than they understand the language used, they have a very short attention and concentration span, and so on. McKay (2006) stated that young language learners are those who are learning a foreign or second language and who are doing so during the first six or seven years of formal schooling. In the education systems of most countries, young learners are children who are in primary or elementary school. In terms of age, young learners are between the ages of approximately five and twelve.

Performance

Performance is how well or badly a person does a particular activity (Longman Dictionary of Contemporary English).

The Aspects of Young Learners’ Portfolio

Ideally, a portfolio includes observations in several or all of the following forms (http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html):

Anecdotal records. Anecdotal records are factual, nonjudgmental notes of children's activity (Northwest Regional Educational Laboratory, 1991). They are most useful for recording spontaneous events. They should be cumulative, revealing insights about the child's progress when they are reviewed sequentially.

Checklist or inventory. The checklist or inventory is one of the easiest tools for recording children's progress. It should be based on instructional objectives and the development associated with the acquisition of the skills being monitored. In general, observations should be based on regular activities, not on specially designed or contrived activities.

Rating scales. Rating scales are appropriately used when the behavior to be observed has several aspects or components, such as a child's success at following directions in different situations.

Questions and requests. One of the most effective and easiest means of gathering information is to ask direct, open-ended questions of individual children. Open-ended requests such as, "I'd like you to tell me about this," elicit samples of the child's expressive language ability. Asking children about their activities also often yields insights into why they behave as they do.

Screening tests. Screening tests are used to help identify the skills and strengths that children already possess, so that teachers can plan meaningful learning experiences for their students. Findings of screening tests and developmental scales should be considered with work samples and other, more subjective, material that the teacher assembles in portfolios. The assessment information revealed by such instruments is not appropriately used for grading, labeling, grouping, or retaining children.

Applying Performance and Portfolio Assessment Together

If a young learners’ teacher wants to apply portfolio assessment in the elementary classroom, he/she should remember that the assessment must be carefully and systematically organized. To this end, it is recommended that the following guidelines be considered:

1.        The teacher must create an environment which is conducive to collaborative assessment (Glazer & Brown, 1993). If we want children to feel free to provide their best performances, and to assess their own growth, we must create a risk free environment. Children must feel that their opinions, ideas, and responses carry weight. This in turn will allow the teacher to see a more authentic performance, therefore, providing the teacher with a more realistic picture of the child's capabilities.

2.        The teacher and child must be trained in data collection. Teachers and children need to understand the nature of portfolio assessment process. Both parties will be involved in the decision-making. Therefore, it must be seen by both parties as a team effort, with the goal being to establish the best picture of what the child is capable of doing in the classroom. To do this, the teacher and child must first understand that not everything can or should be saved. Teachers need to show children how to be good collectors of the data which represents their efforts in the classroom (Glazer & Brown, 1993). Allow the children to gather data and monitor their collection over time to make sure they understand the process. Then throughout the school year, the teacher and children can get together and review the process, and the child's understanding of the process of data collection. "We collect data by taking notes about children during activities, teaching children to review and write about their products (self assessments), collecting photographs and videos of children in action (performance assessment), reviewing writing samples, retellings in response to reading, and oral think-aloud about reading" (Glazer & Brown, 1993, p. 34).

3.        The teacher and child must establish a clear purpose for the assessment. Portfolio assessment is often used for diagnosis and grading. The form of portfolio assessment can work together to provide information about how a child performs a specific behavior or task. Children's performances and other forms of work are often scored holistically or analytically. If the assessment purpose is to diagnose a child's strengths or weaknesses, or to certify mastery of an individual performance criterion, then analytic scoring is most appropriate. The strengths and weaknesses can be identified through observation and the collection of data, then remediation can be developed (Airasian, 1994). In situations where the decision to be made concerning the performance or work is a general one, holistic scoring is most useful (Airasian, 1994). In the end, the product(s) can be used to illustrate how the child has progressed toward the achievement of the stated goal or purpose.

4.        The teacher and child must determine the scoring and evaluation criteria for the child's performance and work. In order to determine the criteria to be used to assess a child's performance, the teacher and child must first decide what will actually be included in the assessment. Some common examples of what might be assessed include: (a) samples of works in progress; for example, a child's writing of a fictional story. (b) product samples; for example, completed stories or works of art, (c) teacher observations of performances; for example, a child leading a discussion of a piece of literature, and (d) parent(s') input. After determining the above, the scoring and evaluation of a child's performance or work should be done in a variety of ways.

5.        The teacher must provide an appropriate setting in which the performance or task can be demonstrated and stored. Depending upon the nature of the performance, or the work the child is undertaking, the teacher should observe the child's behavior as it naturally occurs in the classroom or in a particular setting created for a specific performance (Airasian, 1994). For example, if a child is involved in the acting out of a story, the teacher needs to see the child actually performing in front of the class or on the stage of the auditorium. Additionally, the data collected from the performance needs to be collected and stored in a predetermined manner. If the data represents an ongoing record of the child's progress, for example, from practice to the actual performance of a play, the data bank will be very rich. In this instance, the teacher and child might want to video the performance(s) and store it in an electronic portfolio. Therefore, the teacher needs to determine where and how to store the portfolio information in advance (Fischer & King, 1995).

Using the Portfolio in Evaluation

The most important thing that must be considered when we use portfolio to assess and evaluate the children is that the material in a portfolio should be organized by chronological order and category. Since all information in the portfolio is dated, arranging the work samples, interviews, checklist, inventories, screening test results, and other information should be simple.

Once the portfolio is organized, the teacher can evaluate the child's achievements. Appropriate evaluation always compares the child's current work to her earlier work. This evaluation should indicate the child's progress toward a standard of performance that is consistent with the teacher's curriculum and appropriate developmental expectations. Portfolios are not meant to be used for comparing children to each other. They are used to document individual children's progress over time. The teacher's conclusions about a child's achievement, abilities, strengths, weaknesses, and needs should be based on the full range of that child's development, as documented by the data in the portfolio, and on the teacher's knowledge of curriculum and stages of development.

The use of portfolios to assess young children provides teachers with a built-in system for planning parent-teacher conferences. With the portfolio as the basis for discussion, the teacher and parent can review concrete examples of the child's work, rather than trying to discuss the child's progress in the abstract (http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html).

Conclusion

Nowadays, many young learners’ teachers prefer to use authentic assessment rather than traditional forms of assessment to assess and evaluate children’s performance. One of the authentic assessments that is recommended for young learners’ teachers is portfolio assessment. This form of assessment enables the teachers to evaluate children’s progress during the teaching and learning process. Additionally, as Pierce and O’Malley (1996) have suggested, this form of assessment allow children to use their higher-order thinking skills as they collaborate with teachers in the assessment of the teaching and learning process.

In order to get the advantages of the use of portfolio assessment, teachers and children must understand the guidelines for its use. If both teachers and children do not understand the guidelines how to use the portfolio assessment, the portfolio will be just a folder of children’s work.

The use of portfolio assessment is appealing because of its instructional relevance. When children are given chances and opportunities to create authentic products they often become more engaged, motivated, and committed to their own learning. Portfolio assessment can make the students become more creative.

References

Airasian, P.W. (1994). Classroom assessment (2nd ed.). New York: McGraw-Hill.

Arter, J., & Spandel, V. (1992, Spring). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 34-44.

Fischer, C. F., & King, R. M. (1995). Authentic assessment: A guide to implement. Thousand Oaks, CA: Corwin.

Glazer, S.M., & Brown, C.S. (1993). Portfolios and beyond: Collaborative assessment in reading and writing. Norwood, MA: Christopher-Gordon.

Longman Dictionary of Contemporary Engllish. 2005. New York: Longman Inc.

Mckay, Penny. 2006. Assessing Young Language Learners. Cambridge University Press.

O’Malley, JM & Pierce LV. 1996.  Authentic Assessment for English Language Learners: Practical Approaches for Teachers. New Jersey:  Addison-Wesley Publishing Company.

Rhodes, L.K., & Shanklin, N.L. (1993). Windows into literacy: Assessing learners, K-8. Portsmouth, NH: Heinemann.

Scott, Wendy A & Ytreberg, Lisbeth H. 1990. Teaching English to Children. New York: Longman Inc.

Taylor, M. (1994). Literacy portfolio assessment: A source for literacy workers. (ERIC Document Reproduction Service No. ED 372 222)

Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio assessment in the reading- writing classroom. Norwood, MA: Christopher-Gordon.

http://www.kidsource.com/kidsource/content3/portfolio.young.pre.3.html

URGENSI NIAT DALAM MENCARI ILMU

 Niat adalah sesuatu yang tidak boleh ditinggalkan oleh para pencari ilmu ketika mereka hendak belajar. Hal ini disebabkan karena niat merupakan pokok dari setiap aktivitas hidup yang kita lakukan. Hal ini didasarkan pada Sabda Rasulullah SAW dari sahabat Umar bin Khattab:

إِنَّمَا اْلأَعْمَالُ بِالنِّيَّاتِ، وَإِنَّمَا لِكُلِّ امْرِئٍ مَا نَوَى

“Sesungguhnya segala amalan itu tergantung kepada niatnya; dan sesungguhnya tiap-tiap orang akan memperoleh balasan sesuai dengan apa yang diniatkannya.” 

Dari hadits tersebut dapat ditarik sebuah benang merah bahwa balasan dari apa yang kita lakukan di dunia ini tergantung dari apa yang kita niatkan.

Senada dengan hadits tersebut, Al Alim Al Allamah Syaikh Az Zarnuji di dalam kitab Ta’limul Muta’allim memberikan penjelasan:

كَمْ مِنْ عَمَلٍ يَتَصَوَّرُ بِصُوْرَة أعْمالِ الدّنْياَ وَيَصِيْرُ بِحُسْنِ النِيَّة مِن أَعْمَالِ الآخِرَة، كَمْ مِنْ عَمَلٍ يَتَصَوَّرُ بِصُوْرَة أعْمالِ الأخرة ثُمَّ يَصِيْر مِن أَعْمَالِ الدُّنْيَا بِسُوْءِ النِيَّة

“Banyak sekali amal perbuatan yang bersifat duniawi menjadi amalan yang bernilai ibadah karena baiknya niat. Dan sebaliknya, banyak sekali amalan yang seharusnya bernilai ukhrawi hanya menjadi amalan duniawi karena buruknya niat.”

Dari penjelasan tersebut, maka sudah menjadi keharusan bagi para pencari ilmu untuk berniat mencari ilmu semata-mata karena Allah SWT, menghilangkan kebodohan, dan menghidupkan agama Islam. Dengan niat yang seperti itu, maka setiap aktivitas yang ada di dalam proses mencari ilmu, bernilai ibadah di sisi Allah SWT. Disamping tiu, keutamaan-keutamaan mencari ilmu bisa diraih. Namun sebaliknya, apabila niat di dalam mencari ilmu tersebut hanya untuk mencari keuntungan yang bersifat duniawi, maka aktivitas mencari ilmu tersebut tidak bernilai ibadah di sisi Allah SWT. Selain itu, keutamaan-keutamaan mencari ilmu pun tidak bisa di raih. Hal ini merujuk pada penjelasan yang terdapat dalam kitab Adabul ‘Alim wa al-Muta’allim karya Hadratussyekh Muhammad Hasyim Asy’ari:

جميع ما ذكر من فضل العلم وأهله إنما هو في حق العلماء العاملين بعلمهم الأبرار المتقين الذين قصدوا به وجه الله الكريم والزلفى لديه بجنات النعيم لا من قصد به أغراضا دنيوية من جاه أو مال أو مكاثرة في الأتباع والتلاميذ.

“Seluruh apa yang telah dijelaskan berupa keutamaan ilmu dan ahlinya hanya berlaku bagi para ulama yang mengamalkan ilmunya, mereka yang baik-baik, bertakwa serta dengan ilmunya bertujuan mencapai ridhanya Allah dan mendekat kepada-Nya di surga Na’im. Keutamaan tersebut tidak berlaku bagi orang yang berniat dengan ilmunya (dapat meraih) tujuan-tujuan duniawi berupa tahta, harta atau bersaing memperbanyak pengikut dan murid.”

Mengoptimalkan Aktifitas Hidup Agar Bernilai Ibadah

 Kita sama-sama faham bahwa keberadaan kita di dunia ini tidaklah selamanya. Kita juga tahu bahwa kehidupan kita di dunia ini hanyalah sementara. Akan tetapi, entah karena kesibukan dunia atau karena terlalu cinta dunia banyak manusia yang lupa akan tujuan hidup yang dijalani di dunia ini. Di dalam Al Qur’an surat Adz Dzariyat Allah SWT berfirman:

 

وَمَا خَلَقْتُ الْجِنَّ وَالْإِنْسَ إِلَّا لِيَعْبُدُونِ

 

“Dan tidaklah Aku menciptakan jin dan manusia, melainkan supaya mereka menyembah-Ku”. (QS. Adz Dzariyat: 56).

Ayat di atas secara eksplisit menjelaskan bahwa tujuan diciptakan manusia adalah untuk beribadah, dan hanya menyembah kepada Allah SWT. Oleh karena itu, pertanyaan yang selanjutnya muncul saat ini adalah, bagaimana caranya agar semua aktivitas yang kita jalani di dalam kehidupan kita ini berniai ibadah di sisi Alloh SWT? Untuk menjawab pertanyaan tersebut, Al Alim Al Allamah Syaikh Az Zarnuji di dalam kitab Ta’limul Muta’allim memberikan penjelasan:

كَمْ مِنْ عَمَلٍ يَتَصَوَّرُ بِصُوْرَة أعْمالِ الدّنْياَ وَيَصِيْرُ بِحُسْنِ النِيَّة مِن أَعْمَالِ الآخِرَة، كَمْ مِنْ عَمَلٍ يَتَصَوَّرُ بِصُوْرَة أعْمالِ الأخرة ثُمَّ يَصِيْر مِن أَعْمَالِ الدُّنْيَا بِسُوْءِ النِيَّة

“Banyak sekali amal perbuatan yang bersifat duniawi menjadi amalan yang bernilai ibadah karena baiknya niat. Dan sebaliknya, banyak sekali amalan yang seharusnya bernilai ukhrawi hanya menjadi amalan duniawi karena buruknya niat”

Penjelasan tersebut mengingatkan kepada kita semua akan pentingnya tajdîdun niyat, memperbaharui niat , mengubah orientasi hidup, memperbaharui orientasi duniawi menjadi orientasi ukhrawi. Makan, minum, tidur, bekerja, dan aktivitas-aktivitas duniawi lainnya bisa bernilai ibadah di sisi Allah SWT, kalau niat melakukan perbuatan-perbuatan tersebut karena Allah. Sebagai contoh: makan dan minum diniatkan agar dengan makan dan minum tersebut, kita kuat untuk beribadah. Dengan demikian, maka makan dan minum yang seolah-olah hanya aktifitas duniawi, akan bernilai ibadah di sisi Allah SWT.
Dari penjelasan di dalam kitab  Ta’limul Muta’allim tersebut dapat diketahui pula bahwa ternyata banyak sekali amalan yang seakan-akan bernilai akhirat dan berpahala, namun dengan niat yang tidak baik, amalan-amalan tersebut hanya bernilai duniawi belaka. Sebagai contoh, shalat, zakat, haji, shodaqoh, dan lain-lainnya yang seharusnya merupakan amalan akhirat,  hanya akan menjadi amalan duniawidan tidak mendapatkan pahala di sisi Allah SWT, jika semua ibdah tersebut diniatkan agar mendapatkan pujian, sanjungan, dan kedudukan di sisi manusia. Oleh karena itulah, di dalam sebuah hadits yang sangat masyhur yang diriwayatkan oleh Sahabat Umar bin Khattab radliyallahu ‘anh Rasulullah shallallahu ‘alaihi wasallam bersabda:

إِنَّمَا اْلأَعْمَالُ بِالنِّيَّاتِ، وَإِنَّمَا لِكُلِّ امْرِئٍ مَا نَوَى

“Sesungguhnya segala amalan itu tergantung kepada niatnya; dan sesungguhnya tiap-tiap orang akan memperoleh balasan sesuai dengan apa yang diniatkannya.”  

Wallahu a‘lam.

Leisure Time

  In 2013 there was an online survey that asked 1,000 young adults aged between 16 and 24. The question being asked was "How do you spend your free time? ". And the results were:

1. Eighty percent of young adults used the internet everyday.

2. The most popular leisure activity was going to the cinema. Forty two percent said that it was their favorite evening activity.

3. Eighty two percent of people said that they watched TV more than ten hours a week, but only twenty three percent listened to the radio.

4. Thirty eight percent of young people watched live music, but only thirty percent could play musical instrument. 

5. Only thirty two percent of young adults played sports. Football, swimming, and cycling were the most popular sports.

What about you? What do you do in your leisure time?

Adapted from Cutting Edge Pre-Intermediate Student's Book

Materi Pembelajaran Jarak Jauh Muatan Pelajaran Bahasa Inggris Kelas 7 SMP KD 3.2

Memberi dan memintainformasi terkait jati diri, pendek dan sederhana, sesuai dengan konteks penggunaannya.

https://www.youtube.com/watch?v=xWCp80YIVr0&t=137s

https://www.youtube.com/watch?v=KWsgQCNM3aI&t=13s

MENCIPTAKAN SUASANA KELAS YANG LITERAT

A.       Pengantar

Di era globalisasi seperti sekarang ini, peserta didik dituntut untuk mempunyai kecakapan abad 21 yaitu kemampuan berkomunikasi, berkreatifitas, berkolaborasi, dan kemampuan berfikir kritis atau di dalam dunia pendidikan lebih dikenal dengan sebutan 4C (Communication, Collaborative, Critical Thinking, and Creativity). Keempat kompetensi tersebut bisa dicapai salah satunya dengan menumbuhkan budaya literasi di sekolah. Hal ini dikarenakan ketrampilan membaca yang dimiliki oleh peserta didik melaui budaya literasi sekolah tersebut, sangat menentukan mereka di dalam memahami informasi yang diterima secara analitis, kritis, dan reflektif. Di tambah lagi, data penelitian dalam Progress International Reading Literacy Study (PIRLS) tahun 2011 menunjukkan bahwa kemampuan siswa Indonesia dalam memahami bacaan berada di bawah rata-rata internasional. Data menunjukkan bahwa Indonesia menduduki peringkat ke-45 dari 48 negara dengan skor 428 dari skor rata-rata 500 (IEA, 2012). Berangkat dari permasalahan itulah, maka KementerianPendidikan dan Kebudayaan mengembangkan program Gerakan Literasi Sekolah (GLS).

Gerakan Literasi Sekolah (GLS) adalah upaya menyeluruh yang melibatkan semua warga sekolah (guru, peserta didik, orang tua/wali murid) dan masyarakat, sebagai bagian dari ekosistem pendidikan. GLS memperkuat gerakan penumbuhan budi pekerti sebagaimana dituangkan dalam Peraturan Menteri Pendidikan dan Kebudayaan Nomor 23 Tahun 2015. Untuk mengimplementasikan Gerakan Literasi Sekolah tersebut, maka sebagai pendidik, guru dituntut untuk bisa menciptakan suasana kelas yang literat dan bisa memotivasi peserta didik untuk terlibat dalam kegiatan membaca dan menulis. Kelas harus memberikan suasana menyenangkan dan nyaman bagi peserta didik agar mereka bersemangat dalam kegiatan literasi.

B.        Definisi Kelas yang Literat

Lingkungan kelas yang literat adalah lingkungan kelas yang kaya dengan media kebahasaan dan cetakan yang mendukung peningkatan kemampuan siswa dalam membaca, menulis, berkomunikasi, berkolaborasi, berkreasi, dan berpikir kritis. Reutzel dan Clark (2011) menjelaskan bahwa tata letak dan pengaturan kelas menjadi salah satu faktor dukung untuk menciptakan suasana kelas yang literat. Terkait dengan tata letak dan pengorganisasian kelas,  mungkin saja antara kelas yang satu dengan yang lainnya berbeda, tergantung pada kreativitas dan kemampuan masing-masing guru kelas dalam mengelola kelasnya. Sehingga, keterbatasan tempat tidak bisa dijadikan sebagai alasan untuk tidak menciptakan suasana kelas yang literat.

Selain itu, lingkungan kelas yang literat harus mampu memotivasi siswa untuk lebih bersemangat dalam belajar, berkreasi, dan menemukan hal-hal yang baru (produktif). Oleh karena itu, selain mampu mengorganisasi kelas dengan baik, guru juga dituntut untuk bisa menciptakan suasana belajar mengajar yang menyenangkan dan bermakna serta menumbuhkan kreatifitas, kemapuan berfikir kritis, dan sikap positif terhadap membaca dan menulis bagi peserta didik.

C.        Menciptakan Lingkungan Kelas yang Literat

Berikut ini adalah beberapa saran yang bisa diimplementasikan untuk menciptakan suasan kelas yang literat.

1.        Tulisan di Dalam Kelas

Salah satu kriteria kelas yang literat adalah ditunjukkan dengan banyaknya tulisan yang ada di dalam kelas tersebut. Tulisan – tulisan tersebut dapat berupa bank data siswa, jadwal pelajaran, jadwal piket, daftar inventaris kelas, kalender, jam kejujuran, jadwal kegiatan kelas, poster, dan lain-lainnya. Semakin banyak tulisan yang ada di dalam kelas, semakin banyak peserta didik mendapat informasi literasi. Terlebih lagi untuk peserta didik yang ada di kelas awal, pengalaman dengan huruf atau kata yang diperoleh mereka di dalam kelas, akan sangat membantu kemampuan mereka dalam membaca dan menulis.
2. Class Display
Class Display adalah sebuah sarana belajar berbentuk papan atau gantungan yang sering dimanfaatkan oleh guru-guru untuk memajangkan hasil karya atau hasil belajar peserta didik dalam bentuk produk. Class Display atau dalam istilah lain biasa disebut dengan papan pajangan karya siswa mempunyai peranan penting untuk memberikan informasi yang dapat menunjang pembelajaran di kelas.
Class Display atau papan pajangan karya juga bisa memotivasi peserta didik untuk lebih produktif dan kreatif di dalam proses belajar. Peserta didik akan merasa diapresiasi dan dihargai jika hasil karyanya dipajang di kelas. Di samping itu, dengan melihat dan membaca pajangan karya teman yang sudah dipajang,  peserta didik yang lain bisa mendapatkan inspirasi untuk berkarya. Hal tersebut akan menumbuhkan semangat berkreasi, berkompetisi, dan memberikan motivasi kepada peserta didik untuk bisa menghasilkan karya yang lebih baik lagi. 

3. Sudut Baca

Pemanfaatan sudut baca kelas bertujuan untuk meningkatkan kecakapan literasi perpustakaan (library literacy) peserta didik. Selain itu, sudut baca juga bisa digunakan untuk menunjang kegiatan membaca mandiri peserta didik. Adapun koleski buku yang terdapat di sudut baca kelas bisa berupa buku-buku cerita atau bahan cetakan lainnya, seperti koran atau majalah anak-anak yang disesuaikan isinya dengan karakter dan kebutuhan peserta didik (minat, usia, dan kemampuan membaca).

Untuk mengembangkan konsep anak sebagai pembaca dan penulis, dalam sudut baca perlu dimasukkan buku-buku atau tulisan yang sudah dipublikasikan oleh siswa sendiri. Di samping itu, koleksi buku dalam sudut baca kelas sebisa mungkin harus ditambah dan lebih variatif. Hal ini bisa dilakukan dengan melibatkan paguyuban kelas ataupun masyarakat umum. Hal lain yang perlu diperhatikan di dalam membuat sudut baca kelas adalah setting dan tata letak yang menyenangkan sehingga membuat peserta didik tergugah untuk membaca.

4. Antusiasme Guru

Dalam penerapan budaya literasi di sekolah, terutama di kelas, guru memegang peranan yang signifikan dalam menentukan berhasil atau tidaknya program tersebut. Seperti yang diketahui bersama, bahwa literasi bukan hanya membiasakan siswa membaca dan menulis, lebih dari itu guru dituntut agar bagaimana proses pembelajaran yang berlangsung di kelas dapat menghasilkan kebermaknaan yang mendalam bagi siswa. Sehingga, komitmen dan antusiasme guru sangat diperlukan untuk menciptkan suasana kelas yang literat. Ada beberapa hal yang bisa dilakukan oleh guru agar suasana kelas yang literat ini bisa terbangun, diantaranya: membiasakan kegiatan membaca 15 menit sebelum pembelajaran jam pertama dimulai, menyanyikan lagu kebangsaan Indonesia Raya dan lagu Wajib Nasional sebelum pelajaran, membuat peta konsep, memperbanyak diskusi kelompok, menyanyikan lagu daerah setelah selesai kegiatan belajar mengajar, menata ulang tempat duduk peserta didik secara periodik,  menggunakan media belajar berbasis internet dan atau teknologi informasi, dan lain-lainnya.

5. Partisipasi Orang Tua

Sesuai dengan definisinya, Gerakan Literasi Sekolah (GLS) adalah upaya menyeluruh yang melibatkan semua warga sekolah (guru, peserta didik, orang tua/wali murid) dan masyarakat, sebagai bagian dari ekosistem pendidikan. Berdasarkan definisi di atas, untuk menciptakan suasana kelas yang literat sebagai bagian dari Gerakan Literasi Sekolah (GLS), peran aktif orang tua sangat dibutuhkan. Hal ini bisa dilakukan dengan cara menghidupkan kembali paguyuban kelas dan memfokuskan kegiatan untuk pengadaan buku koleksi di sudut baca yang lebih variatif dan menarik.

Kegiatan alternatif lain yang bisa dilakukan untuk melibatkan peran orang tua untuk menciptakan suasana kelas yang literat adalah  dengan meminta mereka membacakan buku di dalam kelas secara bergiliran. Hal ini sesuia dengan program pemerintah, Gerakan Nasional Orangtua Membacakan Buku (Gernas Baku), yang mengajak  peran aktif keluarga dalam meningkatkan minat baca anak melalui pembiasaan, di rumah, satuan PAUD, dan di masyarakat. Tujuan kegiatan ini adalah selain orang tua merasa terlibat dalam program literasi, para siswa akan merasa didukung oleh orang tuanya. Dukungan orang tua sangat positif dalam meningkatkan motivasi siswa. Semakin besar partisipasi orang tua, semakin baik perkembangan belajar siswa dalam literasi.