Garuda - Garba Rujukan Digital

Internalisasi Peningkatan Kecerdasan Linguistik Verbal Melalui Muatan Kurikulum Pembelajaran Bahasa Inggris PAUD Taranindya Zulhi Amalia
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 4, No 2 (2016): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v4i2.2022

Ragam metode mengajar bagi PAUD memberi alternatif sekaligus kebimbangan bagi guru-guru PAUD untuk memilih metode yang paling sesuai dengan tema pembelajaran dalam satu pekan. Pembelajaran tematik dalam muatan kurikulum PAUD terdiri atas beberapa aspek perkembangan, diantaranya Kemampuan dasar (kemampuan bahasa, kognitif, dan fisik). Satu dari pengenalan bahasa asing yang terdapat dalam kurikulum PAUD berkonsep 4 bahasa ini adalah: bahasa internasional (Bahasa Inggris).Pada metodologi penelitian, jenis penelitian yang digunakan adalah penelitian lapangan dengan pendekatan deskriptif kualitatif. Sumber data primer berasal dari kepala PAUD, sie kurikulum sekaligus wali kelas, dan wali peserta didik. Sedangkan sumber data sekunder pendukung adalah referensi. Sumber sekundernya yakni buku-buku yang relevan dengan motivasi dosen Bahasa Inggris khususnya dalam meningkatkan perkembangan bahasa anak usia dini. Data diperoleh melalui teknik observasi, wawancara, dan dokumentasi. Hasil dan pembahasan penelitian motivasi ini berupa: (1) Muatan kurikulum di PAUD Naneymi berlandaskan pembelajaran multi bahasa dengan pembelajaran Beyond Center and Circle Time (BBCT) 4 bahasa: bahasa ibu (Bahasa Jawa), bahasa nasional (Bahasa Indonesia), bahasa al-Qur’an (Bahasa Arab), dan bahasa internasional (Bahasa Inggris), (2) Internalisasi kecerdasan linguistik verbal dalam pembelajaran Bahasa Inggris pada muatan kurikulum di PAUD Naneymi Dersalam Kudus Tahun Pelajaran 2014/2015 terjadi dalam pembelajaran Bahasa Inggris yang termuat dalam tema-tema pada English Day, dan (3) Faktor pendukungnya: media berupa alat permainan edukatif yang tepat, kreativitas pendidik, pemilihan metode pengajaran yang tepat. Sedangkan faktor penghambatnya adalah latar belakang keilmuan pendidik yang non PAUD dan pendidik masih memberikan pekerjaan rumah. Solusinya: Pendidik sering mengikuti pelatihan-pelatihan PAUD, melanjutkan ke jurusan PGPAUD atau PGRA di jurusan pendidikan/ tarbiyah, mematuhi aturan dari diknas untuk tidak memberi pekerjaan rumah pada peserta didik, bekerjasama dengan pihak pendidikan dasar untuk tidak memberikan materi baca, tulis, berhitung dalam porsi berlebihan namun pengenalan saja, serta bekerja sama dan berkoordinasi dengan wali peserta didik dengan pendampingan konsultan melalui acara parenting.

Motivasi Dosen Bahasa Inggris Jurusan Tarbiyah STAIN KUDUS dalam Meningkatkan Perkembangan Bahasa pada Anak Usia Dini Taranindya Zulhi Amalia; Siti Aminah
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 5, No 2 (2017): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v5i2.3482

Abstract: ENGLISH LECTURERS MOTIVATION OF TARBIYAHDEPARTMENT STAIN KUDUS IN IMPROVING LANGUAGE DEVELOPMENTIN EARLY CHILDHOOD. English lecturers who are associated with earlychildhood, the type of motivation differs from improving languagedevelopment in general. This is caused by different treatments such asthrough different approaches and methods through academic and nonacademic activities. In research methodology, the type of research used isfield research with qualitative descriptive approach. The results of theresearch show that: (1) From intrinsic motivations, the English lecturersdid improving the language development of early childhood indirectlythrough i.e: giving language guidance, especially English and checking thereadiness of the language area. Besides, from extrinsic motivations,indirectly they gave the opportunity to educators and parents guardians inearly childhood to consult about the development of the children languagewhile directly they motivated through selecting appropriate media andmethods. Secondly, (2) the motivations of English lecturers in improvinglanguage development for Early Childhood come from their role as earlychildhood parents by instilling the importance of communication sinceearly while the absorption of children is very high evenbilingually/multilingually. In addition, they dedicated to communityservices as speakers of some parenting events.Abstrak: Dosen Bahasa Inggris yang memiliki keterkaitan dengan anakusia dini, jenis motivasinya berbeda dengan peningkatan perkembanganbahasa secara umum. Hal ini disebabkan oleh treatment yang berbedaseperti melalui pendekatan juga metode yang beda pula melalui kegiatanakademis dan non akademis. Pada metodologi penelitian, jenis penelitianyang digunakan adalah penelitian lapangan dengan pendekatandeskriptif kualitatif. Hasil penelitian menunjukkan: (1) motivasi Intrinsikdosen Bahasa Inggris dalam meningkatkan perkembangan bahasa padaanak usia dini secara tidak langsung yakni kegiatannya berupa memberipembinaan bahasa khususnya bahasa Inggris dan mengecek kesiapanarea bahasa. Motivasi Ekstrinsik secara tidak langsung yakni memberikesempatan pada pendidik maupun orang tua wali di PAUD untukberkonsultasi seputar perkembangan bahasa anak sedangkan secaralangsung dengan menumbuhkan motivasi anak melalui media danmetode yang tepat. (2) Motivasi dosen Bahasa Inggris Jurusan TarbiyahSTAIN Kudus dalam Meningkatkan Perkembangan Bahasa pada AnakUsia Dini berasal dari perannya sebagai orang tua anak usia dini dapatmeningkatkan perkembangan bahasa dengan menanamkan pentingnyakomunikasi sejak dini di saat daya serap anak sangat tinggi bahkandengan bilingual/multilingual. Selain hal tersebut, dosen Bahasa Inggrismelakukan pengabdian kepada masyarakat sebagai narasumber acaraparenting.

Teaching English for Young Learners by Non-English Teachers in English Course Very Handayani; Taranindya Zulhi Amalia
Britania Journal of English Teaching Vol 4, No 2 (2020): December 2020
Publisher : Britania Journal of English Teaching

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

The lack of English teachers with a background in English Education Department in the institution of the course causes staff at the course institute to turn their brains to receive teachers who are not from an English Education Department background. With the presence of English teachers who are not graduates of English Education Department lowers the trust of parents to the professionalism of the course institution. This study aims to find out what methods are used by non-English teachers in teaching English in courses. Using qualitative descriptive methods, this study will explain the methods used by non-English teachers in teaching English in course. In the data collection, researchers interviewed four non-English teachers who taught at LKP Dunia Sausan. They are one kindergarten teacher, one elementary school teacher, and two students at one of the universities in Kudus. The result of the study was to apply Total Physical Response (TPR) method and singing method. Where, the TPR method is applied by two non-English teachers (students) and one non-English teacher. While, singing method is only applied by two non-English teachers (kindergarten teachers and elementary school teachers).

ENRICHING VOCABULARY THROUGH TOTAL PHYSICAL RESPONSE (TPR) FOR YOUNG LEARNERS Nafkhatul Miskiyah; Taranindya Zulha Amalia
Britania Journal of English Teaching Vol 1, No 2 (2017): December 2017
Publisher : Britania Journal of English Teaching

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

Vocabulary is an aspect that needs to be emphasized in learning English at the elementary school level because vocab is the basis of a language. The background of this research is students feel difficulty when understanding English material and quickly forget when memorizing vocabulary in English because of lack of enthusiastic learning. The purpose of this study is to describe the process of implementing learning using the Total Physical Response method to make easier to understand the vocabulary and how the responses from students and teacher after using this method. The research design used by the writer is descriptive qualitative method with observation and interview. The subjects of this study were 22 students in the fourth grade of MI Robayan. The writer covered the TPR method with picture cards and a song in the teaching and learning process. The results showed that with the TPR method students becomes easier to understand and remember vocabulary in English because they practice it physically and verbally. TPR Method Makes them feel comfortable and enjoy when learning, and motivates them to be more active in learning English.

IMPROVING ENGLISH SPEAKING SKILL OF STEC FUNCTIONARIES THROUGH ENGLISH AREA Alfian R Maulana; Taranindya Zulha Amalia
Britania Journal of English Teaching Vol 2, No 2 (2018): December 2018
Publisher : Britania Journal of English Teaching

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

The purpose of this study was to find out how the application of the English area in IAIN Kudus where the aim of the English Area is improving English speaking skills. This program is carried out by one of the organizations at IAIN Kudus that called STEC (Student English Club), an organization oriented in English. The implementation of the English Area is because in learning languages, an effective method to actually use it is only through habituation. Therefore, the English Area is one of the objects of research on how to learn language habits to improve speaking skills effectively.

Stimulating Students’ English Learning Motivation Through Drama at Islamic Preschool Education Department Tarbiyah Faculty of STAIN Kudus Taranindya Zulhi Amalia
Britania Journal of English Teaching Vol 1, No 1 (2017): June 2017
Publisher : Britania Journal of English Teaching

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

This research aims at identifying the effectiveness of drama as a model of teaching in stimulating students’ English learning motivation at Islamic Preschool Teacher Education (PGRA) of STAIN Kudus. This field research which applies qualitative approach has English lecturers and students of PGRA as primary sources while articles and books related to drama, preschool, and English learning motivation as secondary data. The techniques of data collection are observation, interview, and documentation. In analysing the data, there are reduction, display, and verification by Miles and Huberman. The result and discussion of the study answer the problem statements as follows: (1) The criteria of drama consist of topics, scenario, players, time allotment, settings, practices, character buildings as well as decorations and documentation, (2) the drama which comes from friendship and constructs communicative competence motivates the students’ English learning. While the developments consist of pronouncing and producing the dialogues of drama as well as breath, vocal, mental, character building, and English skills, (3) the effectiveness is started in some processes. It is started from the drama preparation, consultation and asking lecture’s advices.Keywords: drama, English learning motivation, islamic preschool education

Analyzing Lexical Density and Readability of Reading Texts in English Textbook “Stop Bullying Now” by Mahrukh Bashir Nafkhatul Miskiyah; Taranindya Zulhi Amalia
Journal of English Teaching and Learning Issues Vol 5, No 1 (2022): June 2022
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v5i1.12199

The complexity of the text can be determined by lexical density and readability tests. Therefore, the purposes of this research are to find out the lexical density and readability of reading texts and the relevancy of them to the grade level of reading texts. This research took a descriptive qualitative method with library research. The subject is taken from the eleven reading texts in the English textbook "Stop Bullying Now" for eleventh grade. For analyzing data, the researcher used Ure formula and Flesch Reading Ease formula. The finding showed that 8 texts with a lexical density score >50% were categorized as quite-density and 3 texts were categorized as low-density. There are 5 levels of reading and only 4 texts which correspond to the students in senior high school. Based on the average analysis score, the texts are categorized as standard level and more appropriate for students in 8th-9th grade. In this study's data, lexical density and readability do not change considerably as text levels increase.

Designing Communicative Competence-Based English as a Foreign Language Curriculum Development in Integrated Islamic Elementary Schools Amalia, Taranindya Zulhi; Susanti, Rini Dwi
Journal of English Teaching and Learning Issues Vol 7, No 1 (2024): June 2024
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v7i1.24517

This study investigates the implementation and design of English language curriculum development based on communicative competence in integrated Islamic primary schools. The data was taken from interviews, observation, and documentation techniques. The findings indicated that other parties, including the Olympic and competition procurement institutions, were involved in the development of the English language curriculum. English language teachers construct lesson plans under the supervision of the principal, guaranteeing fair execution. The Language Festival is a new design for developing communicative competence at the elementary school level through mentoring subject teachers as well as support from the school and parents. It is designed to demonstrate the richness and diversity of language and instruct and enlighten individuals interested in languages and cultures about the languages spoken worldwide. This kind of external institution involvement is important to increase students' enthusiasm in primary school. The challenges include adapting face-to-face and remote curriculums, internet networks, and school manual content. They are solved by maintaining qualifying time allotments, partnering with language experts, leveraging asynchronous media, updating handbooks, and training for teachers.

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

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

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.

Title

Found 30 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 30 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 30 Documents
Search