IMPLEMENTING TARL WITH ANIMATED STORYTELLING FOR MANAGING LITERACY DIVERSITY IN PRIMARY SCHOOL CLASSROOMS
DOI:
https://doi.org/10.24252/idaarah.v10i1.66787Keywords:
Teaching at the Right Level, Instructional Management, Literacy Diversity, Differentiated Instruction, Primary EducationAbstract
This study aims to diagnose students’ early literacy levels through assessment, introduce differentiated literacy instruction through Teaching at the Right Level (TaRL) with animated storytelling, and explore its role in addressing literacy diversity in primary school classrooms. This study used a mixed-methods sequential explanatory design involving 75 students in grade IV and grade V and 10 teachers of a primary school in Malaka, East Nusa Tenggara. Data were collected from the diagnostic pre-tests and post-tests, teachers’ reflection questionnaires, classroom observations, and follow-up interviews. The results showed positive gains in students’ literacy performance. The overall average literacy level improved from 3.84 to 4.12 in Grade IV and from 3.76 to 4.05 in Grade V, with the largest improvements in letter recognition and syllable reading. Teachers also had greater awareness of differentiated instruction and literacy diversity. The study concludes that TaRL integrated with animated storytelling can provide support for differentiated literacy learning and cater to heterogeneous literacy levels in primary school classrooms. The findings support the use of diagnostic assessment, flexible grouping, and differentiated learning activities as practical instructional management strategies for dealing with literacy diversity in primary school contexts.
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