Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Pembelajaran Bahasa dan Sastra
Ariyana
Prodi Pendidikan Bahasa dan Sastra Indonesia, Universitas Muhammadiyah Tangerang, Banten, Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Interest in Learning Indonesian through Non-Formal Introduction in Grade VI Students at Anuban Jitjongrak School, Krabi, Thailand Khalisha Ana Nailah; Ariyana; Haerudin
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i4.1762

Abstract

This study aims to analyze the interest in learning Indonesian among sixth-grade students at AnubanJitjongrak School in Krabi, Thailand, where the language was introduced through non-formal instruction outside of regular class hours. The study was motivated by the fact that Indonesian is not taught as a formal subject at the school; consequently, language exposure occurred through daily interactions, language games, and simple conversations during community service and international internship activities. A qualitative descriptive approach using a case study method was employed. Data were collected via a three-point Likert scale questionnaire comprising ten questions administered to the sixth-grade students. The data were analyzed descriptively to characterize the students’ responses and their interest in learning Indonesian. The results indicate that the students demonstrated a positive interest in learning Indonesian, despite the language not being part of the formal curriculum. The majority of students showed interest, attentiveness, and active participation—such as paying attention to vocabulary introductions, asking about word meanings, and attempting to pronounce Indonesian words. Furthermore, learning through games and casual conversation helped boost the students’ intrinsic motivation and fostered a more comfortable learning atmosphere. It can be concluded that introducing Indonesian outside of formal class hours positively contributed to cultivating the sixth-grade students’ interest in learning the language, suggesting that a non-formal approach holds potential as an effective alternative strategy for introducing Indonesian to foreign learners at the primary school level.
Student Responses to the Implementation of Song- and Game-Based Language Learning at Eakkapapsasanawich Islamic School, Krabi, Thailand Siti Zahro Salamah; Hamdah Siti Hamsanah Fitriani; Ariyana
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 4 (2026): Juli 2026
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe students’ responsses to the implementation of language learning based on songs and games at Eakkapapsasanawich Islamic School, Krabi, Thailand. The research was conducted at Eakkapapsasanawich Islamic School, Krabi, Thailand, during the International Teaching Assistance Program from November 10, 2025, to January 5, 2026. The population consisted of students participating in the language learning program, while the sample comprised 25 Mattayom 3 students selected through purposive sampling. This study employed a descriptive qualitative approach. The primary research Instrumen was the researcher as the human Instrumen, supported by observation guidelines and field notes for data collection. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing and verification. The findings indicate that song–and game based language learning generated positive students responsses. These responsses were reflected in increased student engagement during learning activities, active participation in instruction- based games, more communicative interactions between students and teachers as well as among peers, and improved attention to verbal instructions. Therefore, song–and games based language learning can serve as an effective instructional strategy for creating active, enjoyable, and student-centered learning environments in cross-cultural language education.
Co-Authors Haerudin Hamdah Siti Hamsanah Fitriani Khalisha Ana Nailah Siti Zahro Salamah