Systematic Literature Review : Strategies for Implementing Reading and Writing Connections in Indonesian Literacy Learning for Filipino Speakers

Dwi Novita  Sari; Liza  Septiani; Aninditya Sri  Nugraheni

doi:10.61227/b1q4gp11

Authors

Dwi Novita Sari UIN Sunan Kalijaga Yogyakarta
Liza Septiani UIN Sunan Kalijaga Yogyakarta
Aninditya Sri Nugraheni UIN Sunan Kalijaga Yogyakarta

DOI:

https://doi.org/10.61227/b1q4gp11

Keywords:

reading writing connection, BIPA literacy, elementary learning in the philippines

Abstract

Indonesian Language Learning for Foreign Speakers (BIPA) in the Philippines faces challenges in integrating reading and writing skills simultaneously at the elementary school level. Most of the learning is still oriented towards basic linguistic understanding so that students' reflective and productive writing skills have not been developed optimally. This study aims to analyze the strategy of implementing Reading Writing Connection (RWC) in learning Indonesian literacy for Filipino speakers through the Systematic Literature Review (SLR) approach. The research uses the PRISMA model with the stages of identification, screening, eligibility and inclusion of scientific articles for the 2020-2025 period obtained from the Scopus, Google Scholar and DOAJ databases. Of the 200 articles found, 10 articles were obtained that met the inclusion criteria. The results of the study showed that the recounting strategy, Cooperative Integrated Reading and Composition (CIRC), Think Talk Write (TTW), LICALIDO, metacognitive approach and using children's literature effectively improved students' reading comprehension and writing skills in an integrated manner. In addition, the use of Indonesian culture-based texts is able to strengthen cross-cultural literacy and learning motivation of Filipino students. The findings of the study confirm that the integration of reading and writing through the RWC approach is an effective strategy in the development of basic BIPA literacy, especially when supported by digital media, contextual teaching materials, and teacher competence in implementing integrative learning.

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