79
Figure 3.63: Classroom Seating Arrangements
Around 34 of the teachers from the classrooms observed claimed to have lesson plans RPP and were willing to show them, while 25 of them claimed to have lesson plans but for various
reasons were unwilling or unable to show them, while the rest 41 said that they did not have any lesson plans at all.
Figure 3.64: Lesson Plan Availability
The availability of books other than curriculum textbooks was found in around 38 of the classes observed; thus, 62 did not have any books in the classrooms that the students could
40
6 51
3 Students seated
classically Students seated in
small groups Students seated in
pairs Students seated in
U formation Students seated in
the floor
Tanah Papua Six Districts
District Classroom Seating Arrangement
Students seated classically
Students seated in small groups
Students seated in pairs
Students seated in U formation
Students seated in the floor
Biak 13
20 65
2 Jayapura
43 57
Mimika 58
4 33
5 Jayawijaya
63 33
2 2
Manokwari 5
90 5
Sorong 33
11 56
District Lesson Plan Availability
Yes Yes, but not
willing to show No
Biak 41
31 28
Jayapura 34
33 33
Mimika 53
14 33
Jayawijaya 12
13 75
Manokwari 16
55 29
Sorong 33
39 28
34 25
41
Tanah Papua Six Districts
Yes Yes, but not
willing to show No
80
access or read. Sorong was found to have the most classrooms with accessible books, while in contrast 89 of classrooms observed in Jayawijaya did not have any accessible books. The
number of books available in those classrooms was mostly around 20-39 books.
Figure 3.65: Availability and Accessibility of Books for Students
In total, only about 26 of the classrooms were observed to have a reading corner. In line with the number of books available and accessibility for students in the classroom, Sorong
was also found to have the most schools with a reading corner up to 61, while in contrast Jayawijaya had the least number of schools with a reading corner at only 8.
Figure 3.66: Availability of a Reading Corner
District Availability and Accessibility of books for Students
1-4 books
5-9 books
10-19 books
20-39 books
40+ books
None
Biak 6
8 5
20 8
53 Jayapura
11 13
27 7
42 Mimika
16 2
5 6
4 67
Jayawijaya 4
2 4
1 89
Manokwari 12
2 2
2 82
Sorong 1
10 17
40 32
9 3
7 13
7 61
1-4 books 5-9 books
10-19 books 20-39 books
40+ books None
Tanah Papua Six Districts
26 35
31 22
8 15
61
Tanah Papua
Biak Jayapura
Mimika Jayawijaya
Manokwari Sorong
Six Districts
81
4.1
81
4.1 Overview of EGRA Performance
Prior to conducting a comprehensive analysis of the EGRA results, it is important to check the internal consistency of the assessment. According to the Institute for Digital and Education
Research, UCLA 2014, the internal consistency is measured by Cronbach’s alpha. A Cronbach’s alpha of 0.70 or higher is considered acceptable in most social science research
situations. In this baseline study, the internal consistency for the overall assessment was relatively high, with a Cronbach’s alpha of 0.79. This suggests strong evidence that this
assessment reliably measured a single, underlying construct —namely foundational reading
skills.
Overall, the EGRA performance from this baseline study indicated that early grade students in rural and remote areas of Tanah Papua had significantly lower reading performance
compared to students in the Maluku Nusa Tenggara and Papua MNP region and Indonesian students in general.
Table 4.1: EGRA Performance of Students in Tanah Papua Subtask
National MNP
Tanah Papua
Papua Papua
Barat
Letter-sound identification lettersmin
75.0 0 -
31.54 31.04
32.63
Non-word reading wordsmin
29.90 18.00
5.83 5.34
7.03
Oral reading fluency wordsmin
52.10 29.70
9.55 8.82
11.57
Reading comprehension Correct
62.80 46.00
14.61 13.44
17.72
Listening comprehension Correct
53.70 45.00
29.07 27.09
33.27
Oral Vocabulary Correct
87.87 -
83.64 82.34
87.11
Dictation Correct
72.80 -
24.59 24.55
25.18 National and MNP: taken from the RTI International USAIDIndonesia EGRA National Survey 2014;
Papua covered Biak, Jayapura, Mimika, and Jayawijaya; Papua Barat covered Sorong and Manokwari. indicates statistical significance at the .05 level towards National and MNP or between Papua and Papua Barat.
EARLY GRADE READING ASSESSMENT
82
Table 4.1 shows that the students in rural and remote areas of Tanah Papua obtained significantly lower scores than Indonesian students in general for all EGRA subtasks. In terms
of letter sound identification, early grade students in Tanah Papua read around 30 words per minute, while average students in Indonesia were able to read more than twice that 75 words
per minute. Furthermore, early grade students in Tanah Papua appeared to have a more difficult time with the non-word reading and dictation subtask as compared to average
students nationally. The biggest issues, however, came with oral reading fluency, reading comprehension, and listening comprehension subtasks, where average Tanah Papua students
were only able to achieve around 20-30 of the achievement of average students nationally. However, the early grade students in Tanah Papua managed to have a similar level of oral
vocabulary as compared to the average students nationally. This finding indicated that the students in Tanah Papua, at least, understood the meaning of simple vocabulary stated orally
in Bahasa Indonesia.
Furthermore, the table also indicates that there was a significant difference of reading performance between the surveyed districts in Papua and Papua Barat. Students in Papua Barat
performed significantly better in 5 out of 7 EGRA subtasks as compared to students in Papua. The two subtasks in which both provinces performed relatively similar were letter sound
identification and dictation.
Comparing the reading performance of the students in second and third grades, it shows that the latter had significantly better performance. Looking at the aggregate results from all
surveyed districts in Tanah Papua, the third grade students outperformed the second grade students across all EGRA subtasks. Interestingly, in Tanah Papua, the second grade students
managed to have a relatively similar performance as the third grade students in terms of listening comprehension, as shown in Figure 4.1. In addition, second grade students in Papua
Barat also had relatively equal performance in oral vocabulary as compared to the third grade students, as shown in Figure 4.2.
83
Table 4.2: EGRA Results by Students’ Grades
Figure 4.1: Percentage of Correct Listening Comprehension: Means for a Particular Item, Disaggregated by Grade- in Tanah Papua
Subtask National
MNP Tanah Papua Papua
Papua Barat
Student’s Grade 2
nd
Grade 3
rd
Grade 2
nd
Grade 3
rd
Grade 2
nd
Grade 3
rd
Grade Letter-sound
identification lettersmin
75.0 0 -
26.11 34.00
26.17 32.72
26.61 36.12
Non-word reading
wordsmin 29.90
18.00 4.26
7.51 3.98
6.60 5.24
9.06
Oral reading fluency
wordsmin 52.10
29.70 6.68
12.64 6.45
10.90 7.89
15.79
Reading comprehension
Correct 62.80
46.00 10.16 19.75
9.71 16.91 12.27 24.74
Listening comprehension
Correct 53.70
45.00 25.53 28.92 24.51 25.43 29.04 34.08
Oral Vocabulary Correct
87.87 -
81.76 86.31 80.92 84.46
85.06 89.50
Dictation Correct
72.80 -
18.48 28.78 18.72 27.98
19.60 29.52
National and MNP: taken from the RTI International USAIDIndonesia EGRA National Survey 2014; Papua covered Biak, Jayapura, Mimika, and Jayawijaya; Papua Barat covered Sorong and Manokwari.
indicates statistical significance at the .05 level towards National and MNP or between Papua and Papua Barat.
10 20
30 40
50 60
70 80
90 100
Where is Merys new school?
How is Meris teacher in her new
school? Why is Meri so
happy with her new school?
Grade 2 - Papua Barat Grade 3 - Papua Barat
Grade 2 - Papua Grade 3 - Papua
