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All Journal Linguistics and Elt Journal Metakognisi : Jurnal Kajian Pendidikan The Impact : Jurnal Pengabdian Kepada Masyarakat
Zarkasih, Enci
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Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Other

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STRATEGI PEMBELAJARAN READING BAHASA INGGRIS UNTUK ANAK Zarkasih, Enci
Metakognisi Vol 6 No 2 (2024): Metakognisi
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Babunnajah Pandeglang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57121/meta.v6i2.151

Abstract

Penguasaan Bahasa Inggris, terutama keterampilan membaca (reading), sangat penting bagi anak-anak di era globalisasi. Namun, kemampuan membaca Bahasa Inggris siswa di Indonesia masih tergolong rendah. Artikel ini bertujuan untuk mengkaji berbagai strategi pembelajaran reading Bahasa Inggris yang efektif untuk anak-anak berdasarkan studi kepustakaan. Strategi-strategi yang dibahas meliputi phonics instruction, vocabulary building, comprehension strategies, extensive reading, dan pemanfaatan teknologi dalam pembelajaran. Penerapan strategi ini melibatkan peran penting orang tua di rumah dan guru di sekolah. Kerjasama yang erat antara orang tua dan guru diperlukan untuk menciptakan lingkungan belajar yang optimal bagi perkembangan keterampilan membaca anak dalam Bahasa Inggris. Artikel ini juga memberikan saran untuk penelitian lebih lanjut, seperti melakukan studi empiris, mengeksplorasi faktor-faktor lain yang mempengaruhi pembelajaran, dan mengembangkan program pelatihan bagi orang tua dan guru. Dengan mempertimbangkan strategi dan saran yang diberikan, diharapkan pembelajaran reading Bahasa Inggris untuk anak dapat terus ditingkatkan kualitasnya.
Describing Self-efficacy of In-experienced English Teachers in Elementary Schools Ramadani, Putri Aulia; Fajaria, Nurul Hasanah; Zarkasih, Enci
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31427

Abstract

This study aims to describe the self-efficacy level of inexperienced English teachers in elementary schools. This study used a descriptive quantitative approach with a questionnaire instrument based on the Teachers' Sense of Efficacy Scale (TSES) theory which includes three main domains: student engagement, instructional strategies, and classroom management. The research subjects consisted of 35 elementary school teachers who taught English but did not have an English education background. The results showed that teachers' self-efficacy levels were generally high, with the classroom management domain receiving the highest score with score (30.9), followed by instructional strategies with score (30.8), and the lowest score on student engagement with score (29.6). This finding indicates that although teachers have no specific experience in teaching English, they have good self-efficacy in managing the classroom and designing lessons. Although research on teacher self-efficacy has been widely conducted in various educational contexts, not much is known about the self-efficacy of novice English teachers in primary schools in Indonesia, especially those who do not have an English language education background or teaching certification. This study addresses the gap of elementary school teachers who do not have an English education background However, they still face challenges in motivating and actively engaging students. This study recommends the need for specialized training that focuses on developing interactive strategies to improve student engagement in English language learning.
PELATIHAN IMPLEMENTASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) PADA GURU MATA PELAJARAN SMA DI BEKASI Zarkasih, Enci; Fikrianto, Misbah; Febrianti, Thrisia; Chotimah, Chusnul
The IMPACT : Jurnal Pengabdian Kepada Masyarakat Universitas Islam As-Syafiiyah Vol 1 No 1 (2024): The IMPACT. Vol 1 No. 1 Tahun 2024
Publisher : Lembaga Penelitian Dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/the impact.v1i1.4294

Abstract

TPACK is a framework concept that emerged as a result of a combination of content, pedagogy, and technology. This concept is the basis for carrying out a learning process through the effective use of technology. This requires the ability of teachers to be able to adapt to environmental changes and the advancement of science and technology. Teachers must be able to integrate ICT components with other learning components to meet the needs of digital learners. With a lot of freely available learning content and technology, it is necessary for teachers to have the ability to integrate the materials, methods, and technologies used. So that the purpose of this PKM activity is to provide training to teachers to implement TPACK in the learning process, especially in integrating content and pedagogics as well as integrating content, pedagogic and technology. Through two trainings carried out by the PKM team to teachers of Sandikta Bekasi Private High School, the results were obtained that there was an increase in teachers' TPACK understanding by 13.22%. This shows that there is a positive impact of TPACK training, especially for subject teachers in integrating content, pedagogic and technology. With this increase in understanding, it is hoped that teachers can apply it in the daily learning process in the classroom.
Co-Authors Chusnul Chotimah Erwin, Amir Fajaria, Nurul Hasanah Fikrianto, Misbah Maknun A.J, Fatimah Hai?atul Ramadani, Putri Aulia Sya?diah, Siti Khoridatus Thrisia Febrianti Yundari, Yundari