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All Journal Berkala Ilmiah Pendidikan Biologi (BioEdu) Englisia Journal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini International Journal of Elementary Education Jurnal Dedikasi Pendidikan Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) PROJECT (Professional Journal of English Education) ACCENTIA: Journal of English Language and Education
Fitria, Risa
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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MEDIATING LANGUAGE AND CONTENT: TEACHER-STUDENT INTERACTION IN A CLIL PRIMARY MATH CLASSROOM Sihombing, Eltri Anggi Goklas Pinarsita; Nurjanah, Faiz; Rahmah, Siti Jakiah; Huwaida, Faizah; Syifa, Farahiyah Marwa; Fitria, Risa
Jurnal Dedikasi Pendidikan Vol 9, No 2 (2025): JULI 2025
Publisher : Center for Research and Community Service (LPPM) University of Abulyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30601/dedikasi.v9i2.6663

Abstract

This study investigates how teacher-student interaction influences student engagement, understanding, and language development in a bilingual CLIL mathematics classroom. The study aimed to examine how such interactions support learning in both content and language. This research was conducted using a qualitative method involving two classroom observations and one semi-structured interview with a fourth-grade teacher at SD Presiden. The findings revealed that the teacher applied a student-centered approach through strategies such as open-ended questions, real-life examples, and consistent bilingual scaffolding. These methods significantly enhanced student engagement and gradually developed their English language proficiency within the context of mathematics learning. Although Indonesian remained the dominant language of student expression, the increasing use of English for key mathematical terms indicated positive language exposure. The study concludes that teacher-student interaction in a bilingual CLIL classroom plays an essential role in supporting dual development—mathematical understanding and English language acquisition—by creating an interactive, supportive, and linguistically rich learning environment.
Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study Fitria, Risa; Widyantoro, Agus; Sukarno, Sukarno
Englisia Journal Vol 12 No 1 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.22830

Abstract

Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.
Pendampingan Pengajaran Bahasa Inggris Berbasis Refleksi Untuk Mahasiswa Guru Sekolah Dasar Fitria, Risa; Anfetonanda, Grace Amialia; Lestari, Disa Evawani
Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) Vol 9, No 1 (2025): Jurnal Pelayanan dan Pengabdian Masyarakat (PAMAS)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM Universitas Respati Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52643/pamas.v9i1.5439

Abstract

Kurangnya kompetensi guru dalam mengajar Bahasa Inggris untuk anak usia dini menjadi salah satu faktor rendahnya kualitas pengajaran Bahasa Inggris. Untuk mengatasi permasalahan ini, program PkM ini merancang sebuah program pendampingan pengajaran Bahasa Inggris berbasis refleksi bagi mahasiswa guru dari Program Studi PGSD. Program ini bertujuan memberikan bekal keterampilan mengajar Bahasa Inggris bagi mahasiswa guru, khususnya jika mereka di masa depan diminta untuk mengajar Bahasa Inggris oleh pihak sekolah. Program ini menggunakan metode refleksi yang diterapkan selama proses pengajaran untuk membantu mahasiswa guru menganalisis dan meningkatkan kemampuan mengajar Bahasa Inggrisnya. Selain itu, metode pendampingan didasarkan pada pendekatan yang menekankan bimbingan terstruktur dalam proses pengajaran mahasiswa guru sekolah dasar. Hasil dari program ini menunjukkan dampak positif, terutama dalam perbaikan Renca yna Pelaksanaan Pembelajaran (RPP) dan peningkatan kualitas pengajaran Bahasa Inggris. Sebagai rekomendasi, pada program PkM berikutnya disarankan untuk mengembangkan modul refleksi yang dapat digunakan sebagai panduan dalam kegiatan serupa. Modul ini diharapkan mampu membuat proses refleksi lebih terstruktur dan bermakna, sehingga dapat memberikan dampak yang lebih besar pada pengembangan kompetensi mahasiswa guru dan kualitas pembelajaran mahasiswa guru di tingkat pendidikan dasar. Keywords: Bahasa Inggris, Mahasiswa Guru, Pendampingan, Refleksi
Teaching pronunciation in the Indonesian context: A native speaker or ELF model? Fitria, Risa
Accentia: Journal of English Language and Education Vol 1, No 1 (2020)
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/accentia.v1i1.806

Abstract

Today, the numbers of English speakers are geographically and culturally diverse. The discussion on which pronunciation model of English should be introduced to learners of English has become under discussion among English language practitioners. Should English teachers teach pronunciation aiming at near native accents or at intelligibility in which learners can understand different models of English? As a country where English is a foreign language and Non Native-English-Speaking Teachers (NNESTs) are vastly available, Indonesia has posed its uniqueness due to its diverse learners and teachers backgrounds. Under this circumstance, then, there has been a frequent question to whether NNESTs can help learners to develop their English pronunciation. This paper discusses English as a Lingua Franca (ELF) model as suggested by Jenkins (2000) in teaching English pronunciation that can be implemented in the Indonesian context. It suggests that what matters more to learners is improving their intelligibility in English pronunciation rather than aiming for near native accents. English teachers are encouraged to develop a pronunciation instruction that suits the learners needs and interests without discriminating any model of English. Finally, a conclusion is provided with my argument that ELF model will be a better model to be implemented in the teaching of pronunciation in the English classroom in Indonesia.
EFL Teachers View on Virtual Based Storytelling in Teaching Vocabulary for Elementary Students Neolaka, Dila Jessica; Fitria, Risa; Trisnawati, Ika Kana
Accentia: Journal of English Language and Education Vol 1, No 2 (2021): DECEMBER 2021
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/accentia.v1i2.1137

Abstract

Teaching English to young learners (TEYL) is different from teaching adults. Children need constant attention and assistance as well as motivating methods to keep them engaged particularly during online learning in the pandemic era these days. This study aims to investigate English teachers perception on teaching English vocabulary to elementary students by using storytelling method in a virtual environment. The study asked the following question: What is the English teachers perspective on teaching English using storytelling virtually during the pandemic? The study interviewed an English teacher of a private school in Bekasi, Indonesia using a semi-structured interview guide. The study found that the English teacher agreed that storytelling is beneficial to use in teaching English for young learners. In addition, the teacher mentioned that there were several issues during the online learning such as unenthusiastic students, students limited access to the gadgets, and students passive involvement during the learning. Further, in terms of teaching with storytelling, the teacher would request the students to make a video and retell stories in the textbook. This study concludes that it is paramount for English teachers to continuously provide varied teaching methods in order to solve problems faced by Indonesian elementary students during online learning.
Helping without English: Parental roles and realities in CLIL classrooms Pratiwi, Febry Eka; Ifanka, Chindyana; Zahra, Tiara; Fitria, Risa
Accentia: Journal of English Language and Education Vol 5, No 2 (2025): DECEMBER 2025
Publisher : Lembaga Penelitian, Penerbitan, Pengabdian dan Pengembangan Masyarakat (LP4M) Unmuha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/accentia.v5i2.2486

Abstract

This qualitative study explored the experiences of parents with limited English proficiency in supporting their children's education within Content and Language Integrated Learning (CLIL) settings. By conducting interviews with three parents whose children attended an English-medium elementary school in Indonesia, the study investigated how parents’ English proficiency influenced their involvement, the challenges they faced, the strategies they employed to overcome these barriers, and their suggestions for school support. The findings revealed key difficulties such as language barriers and limited ability to provide academic assistance. Even so, parents found ways to manage the challenges by adopting some strategies, such as private tutoring, translation tools, and encouraging their children to study more independently. The findings also showed that parental involvement in CLIL settings was influenced not only by language skills, but also by the effort parents put into supporting their children's motivation, independence, and academic success. This study highlights the crucial role of collaboration between schools and families, while also suggesting ways that schools can better support parents in multilingual learning settings. By presenting these insights, the study adds to existing discussions on bilingual and multilingual education and illustrates how parents take an active role in CLIL environments.
Ayo Menabung di SDN Tambun Utara “Bersama-sama Memupuk Kebiasaan yang Baik untuk Masa Depan yang Lebih Baik” Irsan, Maria Yus Trinity; Fitria, Risa
Jurnal Pelayanan dan Pengabdian Masyarakat (Pamas) Vol 10, No 1 (2026): Jurnal Pelayanan dan Pengabdian Masyarakat (PAMAS)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM Universitas Respati Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52643/pamas.v10i1.5593

Abstract

The program "Encouraging Savings for Children in Remote Elementary Schools" aims to improve students' financial literacy through an interactive and engaging approach. This program incorporates educational storytelling, saving simulations, and financial prioritization games tailored to the needs of students in remote areas. Evaluation results indicate an average improvement of 25% in students' financial understanding, with pre-test scores of 60% increasing to 85% in post-test assessments. Additionally, 70% of students have started practicing saving habits at home, supported by positive feedback from teachers and parents. Challenges such as limited time and inadequate facilities in some schools were key concerns. However, the effectiveness of interactive methods demonstrates the program's success in creating meaningful changes in students' understanding and behavior regarding financial management. With additional support, this program has the potential to be replicated in other regions, providing a broader impact on building financially aware and literate young generations
Co-Authors Agus Widyantoro Anfetonanda, Grace Amialia Ani Pujiastuti Heny Djoehaeni Huwaida, Faizah Ifanka, Chindyana Ika Kana Trisnawati Irsan, Maria Yus Trinity M. Sukarno Mahmud, Yogi Saputra Neolaka, Dila Jessica Nurjanah, Faiz Pratiwi, Febry Eka Rahmah, Siti Jakiah Sifak Indana Sihombing, Eltri Anggi Goklas Pinarsita Silaen, Disa Syifa, Farahiyah Marwa Zahra, Tiara