Articles
<![CDATA[Teaching English To Kid At Home ]]>
<![CDATA[Fitrah Yuliawati]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.100-111
<![CDATA[Children learn naturally when they are having fun. Children feel more comfortable and confident when they know what to expect. Repetition is essential children often need to hear words and phrases many times before they feel ready to produce them themselves. Established a routine for your English time at hom, it is better to have short, frequent sessions than long, infrequent ones. Fifteen minutes is enough for very young children. Parents can gradually make sessions longer as child gets older and their concentration span increases. Parents have to enthusiastic and give children lots of encouragement and praise. Children will pick up on enthusiasm for the language. Whatever parents approach, the most important thing is to relax, have fun and make English an enjoyable experience for both parents and child. Many parents are eager to help their kids learn English from a young age. One of the most important factors in teaching foreign languages to young children is helping them form positive perceptions of communicating with foreign languages.A great advantage of early childhood second language exposure is that it helps children form a positive impression of foreign languages. When children are exposed to a foreign language from a very young age, they tend to view the language positively and learning another language becomes something they are very comfortable with. However, if you force a young child to speak a second language even when they are resisting, you run the risk of creating a negative impression of that language.]]>
<![CDATA[The Study of The Students’ Ability to Use Punctuation in Writing Skill ]]>
<![CDATA[Fitrah Yuliawati]]>;
<![CDATA[Ika Nuriyanti]]>
<![CDATA[ Wacana Didaktika Vol 5 No 02 (2017): Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.5.02.118-132
<![CDATA[Writing is one of the skills in English that should be mastered by students. Writing is means of communication whereby writing transmit idea to the reader. There are many steps in teaching writing skill. One of the steps is the teaching of punctuation. Punctuation is an element that has an important role in writing. Punctuation refers to sign on marks used to clarify the writings’ idea and the readers can understand easily the meaning of the sentences. This research used qualitative research, because this research describes about the students’ ability to use punctuation in writing. The research was conducted at Madura Islamic University. The result of this research found about to what extent students use the punctuation marks. Firstly, external punctuation. Secondly, internal punctuation. thirdly, pairs punctuation. Fourthly, special punctuation.]]>
<![CDATA[Testing Students Through The Writing Skills ]]>
<![CDATA[Fitrah Yuliawati]]>
<![CDATA[ Wacana Didaktika Vol 4 No 1 (2016): Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.4.1.33-41
<![CDATA[Four major skills in communicating through language are often broadly defined as listening, listening and speaking, reading and writing. In many situations where English is taught for general purposes, these skills should be carefully integrated and used to perform as many genuinely communicative tasks as possible. Where this is the case, it is important for the test writer to concentrate on those types of test items which appear directly relevant to the ability to use language for real-life communication, especially in oral interaction. Thus, questions which test the ability to understand and respond appropriately to polite request, advice, instructions, etc. would be preferred to tests of reading aloud or telling stories. In the written section of a test, questions requiring students to write letters, memos, reports and messages would be used in place of many of the more traditional compositions used in the past.]]>
<![CDATA[Teaching English Writing Skill for: Academic Writing and Free/Creative Writing For Student ]]>
<![CDATA[Fitrah Yuliawati]]>;
<![CDATA[Ika Nuriyanti]]>
<![CDATA[ Wacana Didaktika Vol 7 No 01 (2019): Juni 2019 ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.7.01.99-107
<![CDATA[English is the more powerfull language around the world it can be seen around the world many people knowing and using English well. There are so many languages likes Indonesian, Spanish, Chiness, France, etc. But English always using as communication between other people around this world. Using English it means knowing better how to speak, read, listen and write about it. The difficult one of express about English is that how to writing down English language. Like another language in this word, English has it owns rule and grammar to write. And writing English can be divided into two kinds such as academical writing and free writing. From these kind of writing, the difference between both of them is also clear when practicing English writing, because writing is never a one-step action; it is an ongoing creative act. When you first write something, you have already been thinking about whta to say and how to say it. Then after you have finished writing, you read over what you have written and make changes and corrections. You write and revise and write and revise again until you are satisfied that your writing express exactly what you want to say.]]>
<![CDATA[Mengajar Bahasa Inggris Untuk Siswa Keterbelakangan di SMPLB PGRI Pamekasan ]]>
<![CDATA[Fitrah Yuliawati]]>;
<![CDATA[Ika Nuriyanti]]>;
<![CDATA[Jaftiyatur Rohaniyah]]>
<![CDATA[ ELT in Focus Vol. 4 No. 1 (2021): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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<![CDATA[The research was aimed at delineating the practice of teaching English for Down Syndrome students in a special secondary school of in Pamekasan, East Java. In this qualitative research, the data were gathered from observation, interview and documentation. An EFL teacher teaching English to students with Down Syndrome participated in this research. The result showed that the teacher taught English through several stages including opening, materials presentation, evaluation and assessment, and closing. It was also revealed that using demonstration method and visual media can increase the students’ attention in learning English. It seemed that pictures are more preferred by the students in learning English, and thus it is recommended that teachers use more visual objects and realia in teaching English for Down Syndrome students as alternative way to improve the teaching quality.]]>
<![CDATA[Pendampingan Pembelajaran Online di Masa Pandemi Covid-19 pada siswa dan Siswi MA Al-Jufri ]]>
<![CDATA[Jaftiyatur Rohaniyah]]>;
<![CDATA[Ainullah Ainullah]]>;
<![CDATA[Fitrah Yuliawati]]>;
<![CDATA[Linta Wafdan Hidayah]]>;
<![CDATA[El Indahnia Kamariyah]]>
<![CDATA[ GUYUB: Journal of Community Engagement Vol 2, No 1 (2021): Pendampingan Pendidikan, Agama, dan Teknologi ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/guyub.v2i1.2123
<![CDATA[Pembelajaran online pada masa pandemic seringkali menjadi kendala pada siswa baik siswa SD, SMP dan SMA. Hal ini disebabkan oleh keterbatasan alat dan keterbatasan pengetahuan pada platform yang dipakai dalam pembelajaran online. Seperti yang dialami oleh siswa dan siswi MA Al-Jufri di Blumbungan Kabupaten Pamekasan. Masalah yang seringkali mungcul dalam pelaksanaan pembelajaran online antara lain: keterbatasan siswa dalam memiliki smartphone android, wawasan dalam menjalankan akses pembelajaran online melalui platform yang ditunjuk sekolah. Dari masalah tersebut, perlu diadakan pendampingan pada siswa dan siswi di MA Al-Jufri tentang tatacara menjalankan fitur dalam beberapa platform yang bisa digunakan dalam pembelajaran online. Seperti zoom, google meet, blog dan google form. Maka dari itulah, pengabdian masyarakat ini dilakukan untuk memberikan pendampingan bagi siswa dan siswi MA Al-Jufri untuk memberikan kesiapan ilmu dan mental dalam belajar online di masa pandemi covid-19]]>
<![CDATA[Pendampingan Reading Corner dalam Menumbuhkan Minat Baca dan Budaya Literasi bagi Peserta Didik Sekolah Dasar di SDN Plakpak 2 Pamekasan ]]>
<![CDATA[Dinar Vincy Yunitaka Bahrudin]]>;
<![CDATA[Fitrah Yuliawati]]>
<![CDATA[ Jurnal Abdi Masyarakat Indonesia Vol 2 No 3 (2022): JAMSI - Mei 2022 ]]>
Publisher : <![CDATA[CV Firmos ]]>
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DOI: 10.54082/jamsi.384
<![CDATA[Latar belakang pengabdian ini adalah masih memprihatinkannya minat baca dan rendahnya kemampuan membaca yang banyak dialami oleh peserta didik khususnya di tingkat sekolah dasar. Kegiatan pengabdian ini didasarkan pada permasalahan dalam membaca yang dialami oleh peserta didik di SDN Plakpak 2 Pamekasan seperti tidak lancar membaca, malas untuk membaca buku dan juga ketidakpahaman pada apa yang mereka baca. Reading corner adalah sebuah sudut di kelas yang dilengkapi dengan koleksi buku bacaan atau pajangan hasil karya peserta didik. Reading corner disebut dengan perpustakaan mini yang dijadikan sebagai tempat membaca di kelas. Fasilitas ini dapat dijadikan salah satu alternatif untuk meningkatkan minat baca serta kemampuan membaca mereka. Metode pendampingan ini dilakukan dengan memberikan waktu kepada siswa untuk membaca buku dimana hal ini dilakukan setiap hari ketika akan memulai kegiatan belajar mengajar. Setiap siswa memiliki kesempatan untuk membaca satu buku bacaan yang mereka sukai. Bagi siswa yang tidak lancar membaca akan mendapat pendampingan yang lebih intens daripada yang lain. Hal ini akan menjadi solusi yang tepat dalam mengatasi permasalahan-permasalahan yang ada. Terbukti setelah diterapkan, pembiasaan membaca buku dengan metode reading corner dapat meningkatkan minat baca siswa sehingga membaca bukan lagi merupakan kegiatan yang membosankan bahkan menjadi budaya literasi yang merupakan kebutuhan para peserta didik.]]>
<![CDATA[Raise Children into Responsible Muslim Adults ]]>
<![CDATA[Fitrah Yuliawati]]>;
<![CDATA[Ika Nuriyanti]]>
<![CDATA[ VICRATINA Vol 3, No 2 (2018) ]]>
Publisher : <![CDATA[Vicratina : Jurnal Ilmiah Keagamaan ]]>
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<![CDATA[English is a foreign language for Indonesian students in Indonesia. It is given from junior high school to university. But now days English is also given in elementary school. The different material also used because of the different character of students. The aim of English program at elementary students is to enable them to comprehend oral and written expression. Teaching English for children is depending on the media that support the material. The used of media is the important thing to improve the ability of students. One of media that used is pictures, because in pictures children will find it easy to remember about the name of something. Children focus on some concrete things so that teacher should give the correct media that interest students to learn more about English. English as a subject dedicated to very young learners should be presented as interestingly as possible. The teachers’ creativity in creating attractive materials is very important to attract the learners’ attention.]]>
<![CDATA[IMPROVING ENGLISH VOCABULARY THROUGH PLAYING GAME OF HEAVEN HELL FOR CHILDREN ]]>
<![CDATA[Fitrah Yuliawati]]>;
<![CDATA[Satik Satik]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 5 (2022): VOLUME 5 NUMBER 5, SEPTEMBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i5.p1033-1040
<![CDATA[The aim of this study is to help the student easier to remember or memorize the new vocabulary through heaven hell game in study English. Basically, heaven hell is a pleasure method and it is easy to implement by the teacher to increase student’s memory in memorizing new vocabulary and also it is effective to use in teaching learning process. This study using qualitative research by designing, implementing, and evaluating actions collaborative and participatory that aim to improve the quality process in the classroom through an action (treatment). Knowing English vocabulary is very important for children. The students’ skill in English vocabulary by using heaven hell game method had improved. It could be showed from the result of pre-test and post-test. By the student’s mean score of post-test in cycle II is higher than mean score of post-test in cycle I (81,25) > (75,93). The researcher could say that heaven hell is recommended method in teaching English for children. This learning method improved the students’ skill in English vocabulary. Keywords: Vocabulary, Heaven Hell, Method, Kindergarten ]]>
<![CDATA[ALPHABET BOX AS A MEDIA FOR LETTER PRONOUNCIATION TO INTRODUCE ENGLISH FOR PRIMARY SCHOOL ]]>
<![CDATA[Fitrah Yuliawati]]>;
<![CDATA[Iis Faida]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[The aim of this research is to recognize letters by using alphabet box media in a good pronounciation for primary students. This research uses qualitative research. From the results of the analysis stage, in the learning process students cannot differentiate between letters that have almost the same shape, for example "b" and "d", "p" and "q". This is because students do not memorize the letters of the alphabet and the learning media used by teachers is less interesting. Based on the analysis stage, so researchers uses media in the form of an alphabet box to improve the letter recognition skills of class 1 elementary school students in recognizing letters. Data collection techniques use observation, interviews, questionnaires and documentation. The results of collaborative assessment between researchers and teacher at SDN Batokarang 1 showed very good results, this shows that the alphabet box learning media is suitable to be used in the letter pronounciation skills of class1 students at SDN Batokarang 1.]]>
