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
84
Figure 4.2: Percentage of Correct Oral Vocabulary Comprehension: Means for a Particular Item, Disaggregated by Grade- Papua Barat
A district analysis showed that Jayawijaya had the lowest scores for all EGRA subtasks, while Jayapura managed to obtain the best scores. Biak had slightly better EGRA performance as
compared to Jayawijaya. Meanwhile, Mimika, Manokwari, and Sorong obtained relatively similar scores across all subtasks.
10 20
30 40
50 60
70 80
90 100
Body Part Words in around
Words about spatial Grade 2
Grade 3
10 20
30 40
50 60
70 80
90 100
Grade 2 Grade 3
Body Part Words in around
Words about spatial
85
Table 4.3: EGRA Results by District
Looking at the difference between reading performance of the second and third grade students at the district level, Jayapura had distinct differences in reading performance between
the second grade and the third grade students. In other districts, especially in Mimika, Manokwari, and Jayawijaya, the third grade students did not achieve significantly better reading
performance as compared to the second grade students. This might have been the impact of multi-grade classrooms in which the second and third grade students were placed in one
