Deep Literacy and Inclusive Classrooms for Hardiknas

Penulis : Yuyud Andam Mellian, S.S. - Guru Bahasa Inggris SMPN  7 Payakumbuh

Every year, Hari Pendidikan Nasional invites educators to reflect on the purpose of learning. In today’s fast-changing world, that reflection feels increasingly urgent, especially in English classrooms, where traditional methods often fall short of preparing students for real communication and critical thinking.

“Too many students can answer grammar questions but hesitate when asked to express their ideas,” said an English teacher from West Sumatra. This concern is not isolated. Data from the Organisation for Economic Co-operation and Development (OECD), through its PISA assessment, shows that Indonesian students still face challenges in reading literacy, particularly in understanding and interpreting texts critically.

This reality suggests a deeper issue: learning is often focused on surface knowledge rather than meaningful understanding. English teaching, in particular, has long been associated with memorization: tenses, vocabulary lists, and repetitive exercises. While these are important foundations, they are not enough.

Educational experts now emphasize the importance of deep learning. According to Linda Darling-Hammond, “Students learn best when they are actively engaged in meaningful tasks that require thinking, problem-solving, and collaboration.” In English classrooms, this means moving beyond drills toward activities that connect language with real-life use.

For instance, students can be asked to create short presentations about local tourism destinations such as Harau Valley or cultural experiences in Payakumbuh. Such tasks encourage students to use English authentically while developing confidence and critical thinking. Learning becomes more than remembering, it becomes understanding and applying.

Equally important is the principle of inclusive education. Indonesian classrooms are diverse, reflecting a wide range of abilities, backgrounds, and learning needs. However, teaching practices do not always reflect this diversity. Some students thrive, while others struggle to keep up.

“Inclusive education is not about placing all students in the same classroom, but about ensuring every student can participate meaningfully,” noted a report by UNESCO. This requires teachers to adopt flexible approaches: using visual aids, differentiated tasks, and collaborative learning strategies.

For example, in an English lesson, one student might present ideas orally, while another expresses understanding through writing or visual projects. Such flexibility allows each learner to succeed without lowering expectations. Inclusion, therefore, is not about simplifying learning, but about making it accessible.

At the center of this transformation is literacy. Today’s literacy extends beyond reading and writing; it includes the ability to analyze information, communicate ideas, and navigate digital content. English plays a vital role in this broader literacy, as it provides access to global knowledge and opportunities.