Improving Literacy Skills Through The Implementation of The Cooperative Literacy Learning Model in Third Grade Elementary School Students

Abstract

This research aims to improve the literacy skills of elementary school students through the implementation of the cooperative literacy learning model. The Cooperative Literacy Learning Model refers to a learning approach that integrates literacy skills (reading, writing, speaking) with cooperative group work methods. In general, this model can be defined as a learning model that organizes students into small (cooperative) groups where they work together to master and apply various literacy skills in the context of a shared task. This classroom action research (CAR) involved 34 students at SDN 14 Kuala Selakau, Sambas Regency, and was conducted in two cycles. Data were collected through tests, assessment rubrics, and observation sheets to measure reading, writing, and speaking skills, as well as observing student activities. The results showed significant improvements in all three aspects. This can be seen from the results of observations and research on the literacy of third-grade students at SDN 14 Kuala Selakau, Sambas Regency, in 2024, from the pre-cycle, cycle I, and cycle II phases. Of the 34 students before the implementation of the cooperative literacy learning model (pre-cycle), 24 students, or 70.59%, had good reading skills. Furthermore, 23 students, or 67.65%, had good writing skills, and 21 students, or 61.76%, had good speaking skills. This observation was conducted in the first semester, from July to October 2024. Furthermore, through this pre-cycle, cooperative literacy learning models were implemented from November 2024 to February 2025 (cycle I). This resulted in an increase in students' reading skills to 29 students, and an increase in writing skills from 23 to 26. Furthermore, students' speaking skills also increased by 4 students. Then, in cycle II (March-June 2025), there was another increase in reading skills for 5 students, an increase in writing skills for 6 students, and an increase in speaking skills for 7 students. This improvement demonstrates that the cooperative literacy learning model is effective in addressing students' low literacy levels and successfully fostering their interest, motivation, and active participation in the learning process. Therefore, the cooperative literacy learning model can be an excellent alternative for teachers to improve their literacy skills. Therefore, implementing the cooperative literacy learning model will improve the quality of learning and achieve the desired educational goals. This improvement can serve as a reference for teachers, researchers, and others to improve students' literacy skills through cooperative learning models.