Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal IJoLE: International Journal of Language Education International Journal of Science and Society (IJSOC)
Dafid Slamet Setiana
Universitas Negeri Yogyakarta, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences

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

Found 2 Documents
Search

 1 
Local Language Revitalization Strategies as Pathways to Child Participation: A Nonformal Perspective in Child-Friendly Villages Erma Kusumawardani; Serafin Wisni Septiarti; Sugito Sugito; Dafid Slamet Setiana
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82108

Abstract

This research aims to explore local language revitalization strategies as a pathway to children's participation within the Child-Friendly Village framework from a non-formal education perspective. Using a qualitative approach with the Participatory Rural Appraisal (PRA) method, this research involved 17 participants consisting of volunteers, community leaders, and parents, with data collection through focus group discussions, participatory mapping, and observation. The research results show that the local language revitalization strategy is implemented through participatory learning, the use of local languages in social spaces such as mosques and community activity centers, and children's activities based on outbound activities. As a result of this strategy, social identity is strengthened, communication accessibility is increased, and children's involvement in village decision-making is encouraged. However, challenges such as language shift, social stigma, and media limitations persist. In effect, this research confirms that integrating local language revitalization into non-formal education practices and village policies can be an important means of strengthening children's participation while maintaining the sustainability of local culture.
Implementation of the Reading Buddy Model to Improve Reading Comprehension among Fourth-Grade Elementary School Students Inayatul Fitria Furqoni; Firmansyah; Dafid Slamet Setiana
International Journal of Science and Society Vol 8 No 4 (2026): International Journal of Science and Society (IJSOC)
Publisher : GoAcademica Research & Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/ijsoc.v8i4.1759

Abstract

This study aimed to examine the effectiveness of the Reading Buddy model in improving the reading comprehension skills of fourth-grade students at SDN Citaringgul 02 during the 2026/2027 academic year. The study employed classroom action research conducted in two cycles, with each cycle consisting of planning, action and observation, and reflection stages. The participants were 26 fourth-grade students. Data were collected through reading comprehension tests, observations, and documentation. The tests consisted of 12 items, including 10 multiple-choice questions and 2 essay questions. Quantitative data were analyzed to determine changes in students’ reading comprehension achievement, while qualitative data were used to interpret students’ learning activities and engagement during the implementation of Reading Buddy. The findings indicated a consistent improvement in students’ reading comprehension across the research stages. In the pre-cycle, the mean score was 45.2, with only 19.20% of students achieving the minimum mastery criterion of 75. Following the implementation of Reading Buddy in Cycle I, classical mastery increased to 65.38%. After improvements were made based on the reflection from Cycle I, classical mastery increased further to 88.46% in Cycle II, exceeding the predetermined success indicator. The observations also showed increased student participation, motivation, collaboration, and interaction during paired reading, discussion, and clarification activities. These findings indicate that Reading Buddy can effectively support the development of reading comprehension through structured peer interaction and collaborative learning. Therefore, Reading Buddy can be considered an alternative instructional model for improving elementary students’ reading comprehension while fostering active and engaging learning environments in elementary classrooms.
Co-Authors Erma Kusumawardani Firmansyah Inayatul Fitria Furqoni Serafin Wisni Septiarti Sugito Sugito