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All Journal Indonesian Journal of Islamic Early Childhood Education Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran
Taranindya Zulhi Amalia
Institut Agama Islam Negeri Kudus
Education Social Sciences Other

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Pembelajaran Beyond Center and Circle Time (BCCT) Berbasis Bahasa Inggris Amalia, Taranindya Zulhi
Indonesian Journal of Islamic Early Childhood Education Vol 3 No 1 (2018)
Publisher : Association of Indonesian Islamic Kindergarten Teachers Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (731.886 KB)

Abstract

Abstract Three objectives of this research are: 1) to know English learning, 2) to describe English-based BCCT, and 3) to confirm supporting and obstacle factors of English-based BCCT at TKIT Abu Bakar Ash Shidiq Margorejo Pati and to find the solutions. Primary data sources of this field research applied to qualitative descriptive approach are the headmaster of TKIT, Sie curriculum, ustadzah-ustadzah of BCCT, and parents. While the secondary data are a source relevant to the learning of English and BCCT. They are generated by moderate participatory observation, semi-structured interview, and documentation. Accordingly, the results were: 1) English Lesson reffered to themes and subthemes containing local wisdom values in the 2013 early childhood education curriculum and were supported by triple language dictionary, 2). English based BCCT in some centers did vocabulary repetition through songs. Each center applied foothold before playing(warms-up), playing (main activities), and after playing (closing activities) in moving classes, and 3) the supporting factors were adequate curriculum, appropriate center-class design, adequate tools, creative teachers, and supporting parents at home. While the obstacles were minimum time allotment of English in the curriculum, minimum English vocabulary introduction, in the introduction of English vocabulary, less consistency of English in the themes, and less focused learners in learning. Finally, the solutions were to allocate English starting from daily lesson plans, have English center and circle time, and develop routine language agenda. Keywords: Beyond Center & Circle Time (BCCT), English, Early Childhood Tiga tujuan penelitian ini untuk: 1) mengetahui pembelajaran Bahasa Inggris, 2) mendeskripsikan pembelajaran Beyond Center and Circle Time (BCCT) berbasis Bahasa Inggris, dan 3) mengklasifikasikan faktor pendukung dan penghambat pembelajaran Beyond Center and Circle Time (BCCT) berbasis Bahasa Inggris di TKIT Abu Bakar Ash Shidiq Margorejo Pati serta menemukan solusinya. Sumber data primer penelitian lapangan ini diterapkan pada pendekatan deskriptif kualitatif yaitu kepala TKIT, sie kurikulum, ustadzah-ustadzah BCCT, dan orang tua. Sedangkan data sekunder adalah sumber yang relevan dengan pembelajaran Bahasa Inggris dan BCCT. Teknik pengumpulan datanya adalah observasi partisipatif moderat, wawancara semi-terstruktur, dan dokumentasi. Hasil penelitian ini menunjukkan: 1) Pelajaran Bahasa Inggris mengacu pada tema dan sub-tema yang mengandung nilai-nilai kearifan lokal dalam kurikulum PAUD dan didukung oleh kamus tiga bahasa, 2). BCCT berbahasa Inggris di beberapa sentra melakukan pengulangan kosakata melalui lagu-lagu. Setiap sentra menerapkan pijakan sebelum bermain saat main, dan setelah bermain dalam moving class, dan 3) faktor pendukung adalah kurikulum yang memadai, desain sentra yang sesuai,dan dukungan orang tua di rumah. Sedangkan hambatannya adalah alokasi waktu  bahasa Inggris dalam kurikulum dan pengenalan kosakata bahasa Inggris minimum, pemberdayaan guru belum maksimal dalam pengenalan kosakata Bahasa Inggris, konsistensi pembelajaran Bahasa Inggris dalam tema-tema kurang, serta fokus peserta didik kurang dalam pembelajaran. Solusinya yakni alokasi waktu Bahasa Inggris mulai dari RPPH, pengadaan sentra Bahasa Inggris, serta agenda rutin pengembangannya.                              Kata kunci: Beyond Center & Circle Time (BCCT),bahasa Inggris, anak usia dini
Pola Pengembangan English Dictionary for Early Childhood Education Amalia, Taranindya Zulhi
Indonesian Journal of Islamic Early Childhood Education Vol 3 No 2 (2018): Indonesian Journal of Islamic Early Childhood Education (IJIECE)
Publisher : Association of Indonesian Islamic Kindergarten Teachers Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2779.012 KB)

Abstract

basic English skills, 2) analyze the development pattern of the English Dictionary for Early Childhood Education, and 3) classify the constraints and its solutions. The primary data sources of this field research that uses qualitative descriptive approach is the head of TKIT, curriculum section, and ustadzah. While secondary data is the TKIT language dictionary, pictorial dictionary, institutional documentation and references related to the dictionary development. The data collection techniques are moderate participatory observation, semi-structured interviews, and documentation. The results show that: 1) The development pattern of basic English skills are introduction of English vocabularies in local content refers to themes and sub-themes that contain local wisdom values in 2013 PAUD curriculum and their repetitions in circle center time, theme tops and end of the month as well as morning review, and in the afternoon before go home also the Three Languages Dictionary, 2) The development patterns are: proposing vocabulary by a dictionary compilation team, collection of proposed vocabulary translated into English and Arabic, pronunciation of vocabulary, assistance with difficult vocabulary translations by English experts, and dictionary writing, while 3) the constraints are: in terms of time; there is no solution but the dictionary evaluation agenda based on changes in themes and sub themes; in terms of changes in curriculum themes, the solution is to choose general themes, in the term of no budgetary aspect for dictionary evaluation of dictionaries, the solution is to do the allocatio;, in terms of human resources that do not have any language background, the solution is sharing experiences with other stakeholders, especially those who specifically have  vision and mission/predominance on language.
Enhancing English Vocabulary Learning for Children with Special Needs Using a Differentiated Method Hidayati, Dian Alina; Amalia, Taranindya Zulhi
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 8 No. 01 (2025): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v8i01.2495

Abstract

Language is a fundamental communication tool that enables interaction across various contexts. As a global lingua franca, English can be introduced to children at an early age, including those with special needs. This study explores the effectiveness of a differentiated learning approach in enhancing English vocabulary acquisition among children with special needs. Employing an action research design, the study was conducted in three cycles, each comprising planning, action, observation, and reflection. Data were collected through observations and vocabulary tests administered over the three cycles. In the first cycle, visual media such as flashcards were used to introduce vocabulary. The second cycle incorporated auditory learning through songs, while the third cycle integrated audiovisual media in the form of animations. Five early childhood education (ECE) students with special needs participated in the study. Findings revealed that differentiated instruction significantly improved vocabulary acquisition. The students’ average vocabulary test scores increased from 45 in the first cycle to 35 in the second, before reaching 75 in the third cycle. These results highlight the efficacy of differentiated learning strategies in addressing the diverse needs of children with special needs, providing an inclusive and adaptive approach to vocabulary instruction. The study underscores the importance of employing multimodal instructional techniques to enhance language acquisition and suggests that differentiated methods can serve as a valuable pedagogical tool for educators working with special needs learners. Future research may explore long-term retention and the impact of differentiated learning on other language skills.
UTILIZING RAMADAN TRADITIONS TO ENHANCE ENGLISH SPEAKING SKILLS IN AN ENGLISH COURSE Nadia, Hikmatun; Amalia, Taranindya Zulhi
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v5i2.5564

Abstract

Speaking skills are one of the important competencies in mastering English, but many students still have difficulty expressing ideas orally, especially in the context of relevant daily life, such as Ramadan traditions. Lack of motivation and student involvement in the learning process also worsens their speaking skills. This study aims to determine how Ramadan traditions can be used as a contextual approach to improve English speaking skills at Rumah Kita English Course. The focus of the study was directed at integrating activities related to Ramadan traditions into the language learning process. This study used a qualitative approach with data collection techniques in the form of observation, interviews, and documentation of Ramadan activities such as discussions on sahur and breaking fast menus, as well as sharing fasting experiences in English. The results showed that the implementation of Ramadan tradition-based activities was able to increase students' self-confidence, enrich vocabulary, and encourage more active verbal interaction in English. In addition, students showed higher interest and involvement during the learning process. The conclusion of this study is that the integration of local cultural values, especially Ramadan traditions, in foreign language learning can create a more relevant, enjoyable, and meaningful learning atmosphere. This approach not only strengthens students' speaking skills but also fosters an appreciation of culture in the language learning process. ABSTRAKKeterampilan berbicara merupakan salah satu kompetensi penting dalam penguasaan bahasa Inggris, namun masih banyak siswa yang mengalami kesulitan dalam mengungkapkan ide secara lisan, terutama dalam konteks kehidupan sehari-hari yang relevan, seperti tradisi Ramadan. Kurangnya motivasi dan keterlibatan siswa dalam proses pembelajaran turut memperburuk kemampuan berbicara mereka. Penelitian ini bertujuan untuk mengetahui bagaimana tradisi Ramadan dapat digunakan sebagai pendekatan kontekstual untuk meningkatkan keterampilan berbicara bahasa Inggris di Rumah Kita English Course. Fokus penelitian diarahkan pada integrasi kegiatan-kegiatan yang berkaitan dengan tradisi Ramadan ke dalam proses pembelajaran bahasa. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi kegiatan Ramadan seperti diskusi menu sahur dan buka puasa, serta berbagi pengalaman puasa dalam bahasa Inggris. Hasil penelitian menunjukkan bahwa penerapan kegiatan berbasis tradisi Ramadan mampu meningkatkan kepercayaan diri siswa, memperkaya kosakata, serta mendorong interaksi verbal yang lebih aktif dalam bahasa Inggris. Selain itu, siswa menunjukkan minat dan keterlibatan yang lebih tinggi selama proses pembelajaran berlangsung. Simpulan dari penelitian ini adalah bahwa integrasi nilai-nilai budaya lokal, khususnya tradisi Ramadan, dalam pembelajaran bahasa asing dapat menciptakan suasana belajar yang lebih relevan, menyenangkan, dan bermakna. Pendekatan ini tidak hanya memperkuat keterampilan berbicara siswa, tetapi juga menumbuhkan apresiasi terhadap budaya dalam proses pembelajaran bahasa.
Co-Authors Alfian R Maulana Handayani, Very Hidayati, Dian Alina Maulana, Alfian R Miskiyah, Nafkhatul Nadia, Hikmatun Nafkhatul Miskiyah Nafkhatul Miskiyah Rini Dwi Susanti Siti Aminah Siti Aminah Very Handayani Zaimatus Sa’diyah