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All Journal LINGUAL: Journal of Language and Culture Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN English Teaching Journal : A Journal of English Literature, Language, and Education Jurnal Elemen Jurnal Terapan Abdimas English Language and Literature International Conference (ELLiC) Proceedings JPM PAMBUDI Jurnal Abdimas Kartika Wijayakusuma New Language Dimensions IndoMath: Indonesia Mathematics Education JPM Pambudi An Nafi’; Multidisciplinary Science
Dwi Rosita Sari
Universitas PGRI Madiun
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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MEMBIMBING SISWA MENGEMBANGKAN MINAT MEMBACA: STRATEGI GURU DALAM MENERAPKAN KEGIATAN MEMBACA TERBIMBING DENGAN POJOK BACA DI SD SUKOSARI 01 Yuni Astutik; Jeffry Handhika; Dwi Rosita Sari
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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Abstract

Reading interest among elementary school students remains a challenge that requires systematic and interesting strategies. This study aims to describe the strategies used by teachers in implementing guided reading activities (Direct Reading Activity) using reading corners to develop fifth-grade students' reading interest. This qualitative research employs a case study design to explore teaching practices in real classroom contexts. The research was conducted at SD Negeri Sukosari 01, Madiun Regency, involving classroom teachers and library teachers. Data were collected through in-depth interviews, participatory observation of reading activities, and analysis of lesson plans and reading corner documentation. Thematic analysis was conducted through data reduction, data display, and conclusion drawing. The findings reveal that teachers develop three strategic approaches: (1) integrating reading corners as an integral part of the learning environment, (2) implementing modified Direct Reading Activity stages according to student characteristics, and (3) creating post-reading activities that connect reading experiences with students' daily lives. These strategies demonstrate teachers' creativity in transforming reading corners from mere physical spaces into interactive literacy learning centers.
MEMBACA MENDALAM, MENULIS TERSTRUKTUR: STRATEGI GURU MENGGUNAKAN PETA PIKIRAN UNTUK MEMBIMBING SISWA MENULIS JURNAL BACA Badrut Tamam; Jeffry Handhika; Dwi Rosita Sari
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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Abstract

Reading and writing are two interconnected literacy skills that require a structured approach in elementary school. This study aims to describe the strategies used by teachers in guiding fourth-grade students to write reading journals through the integration of intensive reading techniques and mind mapping methods. This qualitative research uses a case study design to explore teaching practices in real classroom contexts. The research was conducted at SD Negeri Jetis, Dagangan District, Madiun Regency, involving classroom teachers and fourth-grade students. Data were collected through in-depth interviews, participatory observation of reading and writing activities, and analysis of student work and lesson plans. Thematic analysis was conducted through data reduction, data display, and conclusion drawing. The findings show that teachers develop three main strategic stages: (1) guiding intensive reading with focus questions to identify key information, (2) assisting in organizing ideas through structured mind mapping, and (3) facilitating the transformation of visual maps into coherent written journal entries. These strategies demonstrate how mind mapping serves as a cognitive bridge that helps students systematically process reading content and express it in written form. This study concludes that the combination of intensive reading techniques and mind mapping methods provides an effective scaffold for developing students' reading journal writing skills.
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) BERBASIS MEDIA GAMBAR LEGENDA TELAGA NGEBEL UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN SISWA KELAS VI SD NEGERI KEPET 02 Ari Purwantono; Jeffry Handhika; Dwi Rosita Sari
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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This study aims to describe the implementation and improvement of simple essay writing skills through the Problem-Based Learning (PBL) model, based on images of the legend of Lake Ngebel, among sixth-grade students at Kepet 02 Elementary School in Madiun Regency. The main problem in this study was the low quality of students' writing and the lack of use of innovative media in learning. The method used was Classroom Action Research (CAR), consisting of the pre-cycle, Cycle I, and Cycle II stages. The results showed a significant increase in student activity and learning outcomes. In the pre-cycle stage, the average activity and essay quality scores were in the low category (score 2.00). After implementing the PBL model, students' active involvement in discussions and their ability to compose coherent essays increased dramatically. The conclusion of this study is that the integration of local wisdom through images in the PBL model effectively improves students' writing skills and cultural literacy
ANALISIS IKLAN DI MADIUN DAN PENGGUNAANNYA DALAM PEMBELAJARAN BAHASA INDONESIA DI SD LEMBAH 02 Hartoko; Jeffry Handhika; Dwi Rosita Sari
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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This study explores the linguistic features of advertisements found in Madiun and examines how these advertisements can be utilized effectively in Bahasa Indonesia instruction at SD Lembah 02. Using a qualitative case study approach, data were collected through content analysis of 30 advertisements (print, outdoor, and digital), classroom observations, interviews with one Bahasa Indonesia teacher and 12 students (grades IV–V), and analysis of lesson plans and student works. Data were analyzed thematically focusing on (1) linguistic and rhetorical features of ads, and (2) pedagogical practices and potentials for classroom implementation. Results show that advertisements in Madiun commonly employ persuasive devices (slogans, imperatives, hyperbole), concise lexical choices, and visual–verbal interplay that are highly suitable for teaching vocabulary, text structures of persuasive texts, critical literacy, and students’ writing production. The study proposes a set of model activities and assessment rubrics for integrating local advertisements into Bahasa Indonesia lessons to enhance relevance, motivation, and communicative competence.
PERAN MEDIA KARTU KATA BERGERAK (FLASH CARD) DALAM MENGEMBANGKAN KOSAKATA BAGI ANAK DISLEKSIA MELALUI SIMULASI ROLE PLAYING “PASAR”: STUDI KASUS DI KELAS INKLUSI SDN PRAMBON KABUPATEN MADIUN Resti Wulandari; Jeffry Handhika; Dwi Rosita Sari
An Nafi': Multidisciplinary Science Vol. 3 No. 01 (2026): An Nafi’
Publisher : CV Edujavare Publishing

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Abstract

Students with dyslexia in inclusive classes often face specific challenges in developing vocabulary, which is the foundation for reading and writing skills. This study aims to analyze the role of moving word cards (flash cards) in developing vocabulary for dyslexic students through a "Market" role-playing simulation. This research uses a qualitative approach with a case study design, conducted in an inclusive class at SDN Prambon, Madiun Regency. Data were collected through participatory observation, in-depth interviews with classroom teachers and special accompanying teachers (GPK), and analysis of student work documents. Thematic data analysis shows that the use of flash cards in role-playing simulations provides a multi-sensory and contextual learning experience. This media helps dyslexic students in recognizing, understanding, and using new vocabulary related to market themes in a more meaningful way. The role-playing simulation creates a low-anxiety environment that encourages active verbal communication. The integration of visual, kinesthetic, and auditory elements through this media significantly supports the strengthening of lexical representations in the memory of dyslexic students. These findings offer practical implications for the use of game-based media in language learning for students with specific learning difficulties in inclusive settings.
Analysis Study on Cultivating Critical Intercultural Language Pedagogy Through Writing Personal Cultural Narratives and Reflections Sari, Dwi Rosita; Suwandi, Edi
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.23318

Abstract

In today’s interconnected world, intercultural competence is essential for effective communication across diverse cultural contexts. Traditional language education often emphasizes linguistic accuracy and cultural superficialities, neglecting deeper intercultural understanding. Critical Intercultural Language Pedagogy (CILP) offers an innovative framework that integrates cultural reflection, critical analysis, and writing practices to foster intercultural awareness and critical consciousness among learners. This study investigates the impact of writing-based interventions, specifically 'Individual Cultural Journeys,' within the CILP framework on students’ intercultural competence. Employing a pre-experimental design with a one-group pre-test and post-test methodology, 32 English majors participated in reflective writing activities before and after targeted intercultural interventions. Data were collected through pre- and post-intervention assessments of writing quality using a structured rubric and analyzed statistically via paired-sample t-tests. The results indicated significant improvements in students' intercultural awareness and writing abilities, evidenced by a substantial increase in post-test scores (p < 0.001) and large effect sizes. These findings underscore the efficacy of integrating reflective, culturally oriented writing tasks within language instruction to enhance intercultural competence. The study concludes that adopting critical, reflective pedagogies rooted in CILP can transform language education into a powerful tool for developing socially conscious and culturally competent global citizens, equipping learners to navigate and negotiate cultural differences effectively in an increasingly interconnected world.
Critical Literacy Training to Enhance Teachers' Skills in Designing Deep Learning Activities Sari, Dwi Rosita; Murtafiah, Wasilatul; Pradana, Lingga Nico; Lien, Hsi-Nancy
Jurnal Abdimas Kartika Wijayakusuma Vol 7 No 1 (2026): Jurnal Abdimas Kartika Wijayakusuma (in Progress)
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v7i1.1176

Abstract

Critical literacy is the ability to actively analyze, question, and evaluate texts, media, and other forms of communication to understand the deeper meanings, power relations, and perspectives behind them. It goes beyond simply reading or comprehending information since it involves thinking about who created the message, why it was created, and whose voices are represented or missing. Ultimately, critical literacy empowers individuals to become thoughtful, informed, and active participants in society, capable of questioning injustice, promoting equality, and making independent, ethical judgments. This community engagement project was conducted in SDN Kenongorejo 02, Madiun in collaboration of Universitas PGRI Madiun dan National Dong Hwa University. This critical literacy is working together with Critical Literacy Platform (CLP). The priority problems are: (1) the low level of teacher and student involvement and participation in efforts to improve literacy quality; (2) the socialization of the program is not carried out optimally for both teachers and students; (3) the lack of understanding of critical literacy among teachers and students; (4) the lack of innovation in learning related to critical literacy. There are two solutions which have been conducted: (1) critical literacy training by international experts as a means of enhancing critical literacy; (2) designing learning activities through the critical literacy platform.
Co-Authors A.A. Ketut Agung Cahyawan W Ari Purwantono Badrut Tamam Cicilia Novi Primiani Hartoko Hasan Basri Indahwati, Rohmah Jeffry Handhika Laras Fitria Lien, Hsi-Nancy Lingga Nico Pradana Mareta, Selly Mohammad Arfi Setiawan Nuri Ati Ningsih Pujiati Rahardian Kusumawardhani Rahardian Kusumawardhani, Rahardian Rahayu, Maya Puji Lestari Rahayuningsih Resti wulandari Rhesi Gabriela Garjito Rhesi Gabriela Garjito, Rhesi Gabriela Rosita Ambarwati S. Sukini Samsul Arifin Samsul Arifin Sardulo Gembong, Sardulo Suwandi, Edi Wasilatul Murtafiah Yahya, Faridah Hanim Yuni Astutik