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Table 4.33: Oral Reading Fluency and Reading Comprehension: Impact of all SSME Dimensions continued
ORF Reading
Comprehension Wordsminute
Correct
Junior high school ref -
- Senior high school
5.99 7.30
Diploma 1,2,3 3.38
3.50 Bachelors Degree
3.54 4.50
Other 1.22
1.70 Students seated classically ref
- -
Students seated in small groups 9.33
11.20 Students seated in pairs
-0.36 -1.50
Students seated in a U-formation 5.62
8.70 Other
3.81 5.60
None ref -
- 1 – 9
2.09 2.80
10 – 19 5.33
5.80 20 – 39
6.24 10.60
More than 40 4.40
5.90 Yes
1.35 2.80
No -
- Public
2.03 4.50
Private -
- Not accredited ref
- -
A -
- B
3.53 3.90
C 2.63
3.30 Yes
1.62 2.50
No -
- No ref
- -
Yes, but not functioning today -1.54
-1.40 Yes, and functioning today
-0.03 0.40
Yes 0.74
0.90 No
- -
Yes 1.16
2.00 No
- -
-2.35 -4.30
Schools
School accreditation
Library availability School type
Source of electricity Clean water source
Presence of a reading corner where
students can borrow and read books
Constant
Teachers
Teachers’ academic qualifications
SSME Category
Classrooms
Seating arrangement
Booksbooklets other than textbooks are
available and accessible not locked
away for children to read
Student works were displayed on the walls
Indicator
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5.1
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5.1 Student Interview Findings
For the qualitative interviews, 30 students from 30 schools were selected. They came from 6 districts: Manokwari, Sorong, Jayawijaya, Jayapura, Mimika, and Biak. The interview findings
will describe portraits of the students’ socio-economic conditions, pre-school learning, factors that made students absent and tardy from school, teachers’ roles and reactions to students,
teachers appreciation of students, and students’ interest in education.
Portraits of Students ’ Social-Economic Conditions
In general, the students selected as the respondents of the in-depth interviews belonged to the middle and lower classes. They lived in different types of housing, such as a house with
the roofing made of zinc, a house with wooden walls, or even a honai house. These students commonly lived with their parents and siblings. The number of family members who shared
the house was usually around 3 up to 14 people. The majority of the students had more than two siblings; there were even some students who had as many as 12 siblings.
“There are 14 people at home. My father, my mother, and my 12 siblings. My father and mother do farming, planting vegetables and sweet potatoes.” A student from Jayawijaya – Papua
After school, students usually played with their friends, studied, and finished their homework. Among those who were interviewed, some students revealed that they also helped their
parents’ work, such as cleaning the house, helping in the field, and catching fish, sago, or wood.
“At home, I help my mom in the field, get the water, and help her carrying the sweet potatoes” A student from Jayawijaya
– Papua “I learn how to write, read, relax, get water, and go with my father to gather wood.” A student from
Manokwari – Papua Barat
The students’ parents did different types of jobs, depending on the locations and the availability of natural products around their areas. For example, among students who lived next to the
seashore or a river, most of their parents worked as fishermen and shipbuilders. On the other hand, among students who lived in mountainous or highland areas, most of their parents did
farming, had plantations, and gathered wood or sago in the forest.
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“My father cuts logs and sets up traps for pigs. My father is a mountain man. My mother cooks at home, washes the dishes, and does the laundry. My older sibling is in his 5
th
grade in Manado, my second sibling is in the 4
th
grade, while my younger sibling is not yet in school, still 3 years old.” A student from Sorong – Papua Barat “My mother works at home, while my father builds ships.” A student from Mimika – Papua
There were also some students whose parents worked as teachers and civil servants. Some had their own businesses, like running a daily needs store.
“My mother works as a teacher in a class. My father runs his own stall.” A student from Mimika – Papua “My father is a public transportation driver for my village. My mother works in the field every day.” A student
from Biak – Papua
Pre-School Learning
Based on the quantitative results, about 56 of the sampled students attended PAUD Pendidikan Anak Usia Dini or Early Childhood Education or TK Taman Kanak-kanak or
Kindergarten. Then, the students who were interviewed generally had attended both a PAUD and a TK. From six districts in Papua and Papua Barat, only one student of Biak and Sorong
District was once in a TK and PAUD. There were three students who attended a TK or a PAUD in the Jayawijaya and Jayapura District, and there were four in Manokwari and Mimika.
According to the students, there used to be a PAUD facility in the past, but it was not running any longer. Each student interviewed who attended a PAUD or a TK said that they were
happy when they studied in PAUD or TK. Because the PAUD or TK was located nearby in their districts, students went to PAUD or TK on foot with their parents or friends.
“I was in a PAUD for a week at the church, but it is closed now.” A student from Biak – Papua “I went to a TK in Milma Village.” A student from Jayawijaya – Papua
“Yes, at TK Warombaim, because I had a lot of friends.” A student from Jayapura – Papua
Factors that Make Students Absent and Tardy from School
According to the students’ answers, there were several conditions that prevented them from going to school. Figure 5.1 shows a model of the students reasons for being absent and tardy
from school. This model was developed using NVivo, a qualitative data analysis software.
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Figure 5.1. Model of Factors that Make Students Absent and Tardy from School
Internal Factors
Students from Jayawijaya District mentioned that sometimes their parents asked them to go to the field, and thus, they did not go to school. Some other things that prevented the students
from going to school were due to their own mistakes, like oversleeping or being lazy. Some could not go because they did not have stationary and books. In Biak District, three out of
five students interviewed stated that they could not go to school due to malaria.
“I could not go to school because my parents took me to the field.” A student from Jayawijaya – Papua “I did not go since I would arrive late. I played a lot on the way to school so I was late.” A student from
Jayawijaya – Papua
“I could not go to school since I overslept. I woke up too late because I watched TV until morning.” A student from Jayapura
– Papua
“I skipped once because I was feeling lazy. I only played at home. Sometimes I was absent because I was sick.”
A student from Sorong – Papua Barat
“Since I did not have any books or pens to study at school.” A student from Manokwari – Papua Barat
