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Mengemas Kelas Bahasa Inggris (EFL) melalui Joyful Learning Based Social Constructivism Pedagogy Husnul Huda; Nuna Mustikawati Dewi; Lulut Widyaningrum
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 17, No 2 (2017)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

Joyful Learning as a learning process in which there is a strong cohesion between educators and learners, without any feelings of forced or depressed to make learners dare to do, dare to try, dare to ask, express opinions, and defend opinions so as not to fear wrong, ridiculed , underestimated and depressed. The purpose of this article is to illustrate the empowerment of madrasah English teachers with Joyful Learnig-Based Social Constructivism Pedagogy in the EFL Class. In implementing the concept of joyful based social constructivism pedagogy, the program is designed in four stages including socialization and training; class-class modeling; teacher engagement in classroom practice; and mentoring teachers to practice independently in the classes. In general, the English teachers in the two accompanying madrassas have been able to implement the concept of joyful based social constructivism pedagogy through a variety of methods and techniques that vary especially in brainstorming and ice breaking.Joyful Learning sebagai suatu proses pembelajaran yang didalamnya terdapat sebuah kohesi yang kuat antara pendidik dan peserta didik, tanpa ada perasaan terpaksa atau tertekan sehingga membuat peserta didik berani berbuat, berani mencoba, berani bertanya, mengemukakan pendapat, dan mempertahankan pendapat sehingga tidak takut salah, ditertawakan, diremehkan dan tertekan. Tujuan dari artikel ini adalah menggambarkan pemberdayaan guru bahasa Inggris madrasah dengan Joyful Learnig-Based Social Constructivism Pedagogy dalam Kelas EFL. Dalam mengimplemetasikan konsep joyful based social constructivism pedagogy ini, program didesain dalam empat tahap yang meliputi sosialisasi dan pelatihan; pemberian modelling dikelas-kelas; pelibatan guru dalam praktik di kelas-kelas; dan pendampingan guru untuk praktik secara mandiri di kelas-kelas. Secara umum, para guru bahasa Inggris di dua madrasah yang didampingi sudah mampu mengimplemetasikan konsep joyful based social constructivism pedagogy melalui berbagai macam metode dan teknik yang bervariasi khususnya dalam brainstorming dan ice breaking.

Membudayakan Literasi Berbasis Manajemen Sekolah (Aplikasi, Tantangan dan Hambatan) Lulut Widyaningrum
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol. 16 No. 1 Tahun 2016
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

This Community services activity to build a reading habituation program based on school management is implemented to equip language teachers about some programs to promote reading as habitual activities in schools. In addition, it is also to provide principals and Islamic boarding school headmastersabout MBS (School Based Management) to promote that the whole program could be implemented to get the full support of the school management. Some programs held by the schools and Madrasahs are Membaca Massal, Program Hebat, JUMBACA and Sarapan Pagi. As a result, the whole schools have implemented the programs supported by school managements. All schools were very enthusiastic about the whole program of this devotion and set all the programs as the official programs in thye school. Kegiatan pengabdian membangun budaya literasi membaca berbasis manajemen sekolah ini dilaksanakan untuk membekali para guru bahasa tentang program-program pembiasaan membaca. Selain itu, untuk membekali para kepala sekolah dan kepala madrasah tentang MBS (Manajemen Berbasis Sekolah) dengan harapan bahwa seluruh program yang dilaksanakan bisa mendapatkan dukungan sepenuhnya dari pihak manajemen sekolah. Beberapa program yang dilaksanakan oleh sekolah dan madrasah antara lain adalah Membaca Massal, Program Hebat, JUMBACA (Jumat Membaca) dan Sarapan Pagi.Hasilnya, seluruh sekolah telah melaksanakan program untuk membangunbudaya literasi membaca dengan dukungan sepenuhnya dari kepala sekolah/madrasah. Pihak sekolah merasa sangat antusias dengan seluruh pelaksanaan program pengabdian ini dan mencanangkan program-program tersebut sebagai program resmi sekolah.

Implementasi Metode Fonik dalam Pengenalan Bunyi Bahasa Inggris Agus Prayogo; Lulut Widyaningrum
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 17, No 1 (2017)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

Each language has a different sound system and syllable structure with varied complexity. English is a language that has complicated spellings and syllables, so it is necessary to learn the pronunciation of English words in terms of phonemes and alphabets. The difficulty for non-native English speakers is the very small vocal movement, except in a careful pronunciation. This article aims at describing the teacher empowerment program with three main designs begins with socialization, training, and guidance to teachers. The main objective of this program is to introduce ways that can be done by English teachers at schools and madrasas in the Sub-Region of Boja, Kendal regency, Central Java, in applying phonics-based teaching method and providing guidance to the teachers during the implementation process.

Pendampingan Penguatan Literasi Bahasa Inggris Anak melalui “Multiple Stories-Reading” Nuna Mustikawati Dewi; Lulut Widyaningrum
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 18, No 1 (2018)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

English as an international language is needed for community to socialize each other. That is why learning English is important, formal and informal, for young learners to achieve the target of learning English in accordance with curriculum demands. For this reason, it is necessary to apply joyful learning for young learners. Multiple Stories-reading is one of the great methodsto be implemented through several stages: stimuli through novel words, stories and illustrations, followed by story exposure (story reading and listening), Animation task (integration of new words), Phonological recall and Definition of words. This community service in Jatisari village, Mijen Semarang, was aimed to help the young learners, to improve their English language skills by strengthening English literacy through multiple stories-reading. It was preceded by observation, and the implementation of this method was carried out by socialization, the preparation stage, and the implementation phase. The results of the application method were as followed: they got new vocabulary from various kinds of stories, and obtained directly by them through transferring ideas, values, characters, good-bad and ideologies. Bahasa Inggris sebagai salah satu bahasa internasional diperlukan dalam masyarakat untuk saling bersosialisasi. Oleh karena itulah diperlukan pembelajaran yang baik, formal dan informal, sejak anak-anak agar tercapai target pembelajaran bahasa Inggris sesuai dengan tuntutan kurikulumm. Untuk itulah diperlukan penerapan pembelajaran yang menyenangkan untuk anak-anak (young learners). Multiple Stories-reading merupakan salah astu metode yang bisa diterapkan untuk anak-anak melalui beberapa tahapan yaitu: stimuli melalui novel words, stories dan ilustrasi, dilanjutkan dengan story exposure (pembacaan cerita dan anak-anak mendengarkan), animasi task (integrasi kata-kata baru yang didengar), dan phonological recall (pengulangan cara membaca), serta definisi kata-kata. Pengabdian kepada masyarakat di desa Jatisari, Mijen Semarang, bertujuan untuk membantu masyarakat, khususnya anak-anak dalam rangka meningkatkan kemampuan berbahasa Inggris dengan penguatan literasi Bahasa Inggris melalui ‘multiple stories-reading. Dengan didahului dengan observasi, implementasi metode ini dilaksanakan dengan diawali dengan sosialisasi, tahap persiapan, dan tahap pelaksanaan. Hasil dari penerapan metode ini antara lain; anak-anak mendapatkan kosa-kata baru dari berbagai macam cerita, dengan diperoleh langsung oleh mereka melalui transfer ide, nilai, karakter, baik-buruk dan ideologi.

Discourse Analysis: Language Issues in Indigenous Language Learning in Indonesia Moses Adeleke Adeoye; Entika Fani Prastikawati; Lulut Widyaningrum
Educalingua Vol. 2 No. 2 (2024): November
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/educalingua.v2i2.1114

This article examines the complexities of language issues in the context of Indigenous language learning in Indonesia, a nation with over 700 living languages. Indigenous languages are at risk of extinction due to socio-political and economic factors. The research examines the role of language policies, educational practices, and community engagement in preserving and revitalizing Indigenous languages. It highlights the challenges Indigenous communities face in accessing quality language learning resources and the impact of globalization on language transmission. The discourse surrounding Indigenous language learning in Indonesia reveals the importance of these languages in cultural identity and heritage. In Indonesia, many Indigenous languages are classified as endangered, and there is an urgent need to address the barriers to effective language learning. The Indonesian government's language policy has historically prioritized the national language, Bahasa Indonesia, often marginalizing Indigenous languages. This policy environment creates significant challenges for Indigenous language learners, who may find themselves without adequate resources or support. Schools in many regions do not offer Indigenous language programs; when they do, the curriculum often lacks cultural relevance. Discourse analysis reveals that Indigenous communities often possess rich linguistic resources and knowledge that can contribute to language teaching. Collaborative efforts between educators, community leaders, and linguists can create a more inclusive language learning environment. Initiatives such as language nests, immersion programs, and local storytelling can enhance the learning experience by making it culturally relevant and engaging. By fostering a discourse that values and promotes linguistic diversity, Indonesia can work towards preserving and revitalizing Indigenous languages.

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