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OPTIMIZING VAKOG AS HUMAN SENSES IN TEACHING ENGLISH FOR YOUNG LEARNERS Prabowo, Jumbuh
Language Circle: Journal of Language and Literature Vol 10, No 1 (2015): October 2015
Publisher : Faculty of Languages Ã¢â¬â¹Ã¢â¬â¹and Arts, State University of Semarang

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Teaching English for young learners always gets more attention. It is because young learners are very unique. They have many characters which can change rapidly in one time. Sometimes, they display an enthusiasm for learning and a curiosity about the world around them. They also have a need for individual attention and approval from the teacher. They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom. However, they also have a limited attention span. They can easily get bored, losing interest after ten minutes if the activities are not extremely engaging.Considering those characters, there should be good ways how to treat children in delivering materials. One of ways is by exposing and utilizing childrenâs senses. The senses are Visual, Auditory, Kinesthetic, Olfactory, and Gustatory (VAKOG). It will be very useful because a teacher not only gives something to be seen but also invites them to get involved mentally and physically. In this case, the teacher will prepare a set of teaching material where this material has very tight relationship with activities done in class. For instance, when teacher will teach part of body, she or he will prepare some pictures, songs, games, and other activities related to bodyâs part. These are intended to strengthen childrenâs knowledge.

THE TRANSFORMATION OF 21ST CENTURY LEARNING ASSESSMENT IN COURSES OF CURRICULUM 2013 Supriyono, Supriyono; Prabowo, Jumbuh
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

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The research studied a teaching and learning process on assessment of courses in curriculum 2013. An assessment is a process intended to figure out whether the process and the results of an activity program have been consistent with the predetermined goals or criteria. Therefore, it is necessary to comprehend how the transformation or change of assessment in 21st Century learning actually is. This assessment is done in an integrated manner with the teaching and learning process continuously. Here, the competence consists of three competence domains, namely (1) affect (attitude which deals with emotion), (2) psychomotor (having something to do with physical movement and use motor skill), and (3) cognitive domains (related to knowledge and intellectual ability development). The achivement of national education quality never be separated from the 8 national education standards, that are (1) standard of competence, (2) standard of content, (3) standar d of process, (4) standard of educator and education staff, (5) stnandard of facility and infrastructure, (6) management, (7) financing, and (8) educational assessment. The results showed that a teacher or educator should have ideally standar of teaching and learning process and aware to the teaching and learning goals.

OPTIMIZING VAKOG AS HUMAN SENSES IN TEACHING ENGLISH FOR YOUNG LEARNERS Prabowo, Jumbuh
Language Circle: Journal of Language and Literature Vol 10, No 1 (2015): October 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v10i1.4157

Teaching English for young learners always gets more attention. It is because young learners are very unique. They have many characters which can change rapidly in one time. Sometimes, they display an enthusiasm for learning and a curiosity about the world around them. They also have a need for individual attention and approval from the teacher. They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom. However, they also have a limited attention span. They can easily get bored, losing interest after ten minutes if the activities are not extremely engaging.Considering those characters, there should be good ways how to treat children in delivering materials. One of ways is by exposing and utilizing childrenâ€˜s senses. The senses are Visual, Auditory, Kinesthetic, Olfactory, and Gustatory (VAKOG). It will be very useful because a teacher not only gives something to be seen but also invites them to get involved mentally and physically. In this case, the teacher will prepare a set of teaching material where this material has very tight relationship with activities done in class. For instance, when teacher will teach part of body, she or he will prepare some pictures, songs, games, and other activities related to bodyâ€˜s part. These are intended to strengthen childrenâ€˜s knowledge.

Project Approach; A Way How To Trigger Children Expose And Explore Their Skills In Learning A Language Prabowo, Jumbuh
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 23 No 1 (2018)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Abstract: Teaching English for young learners always gets more attention. It is because young learners are very unique. They have many characters which can change rapidly in one time. Sometimes, they display an enthusiasm for learning and a curiosity about the world around them. They also have a need for individual attention and approval from the teacher. They are keen to talk about themselves, and respond well to learning that uses themselves and their own lives as main topics in the classroom. However, they also have a limited attention span. They can easily get bored, losing interest after ten minutes if the activities are not extremely engaging. For overcoming this situation, teachers need to choose an approach that can invite the students to be more active. One of the suitable approaches is project approach (hereafter PA). Katz & Chard (1989) define that a project is an extended study of a topic usually undertaken by a group of children, sometimes by a whole class, and occasionally by an individual child. Applying PA in teaching learning process can be used to maximize the skills in Bloom Taxonomy. Key words: Pelajar Muda, Karakter, Perhatian, Pendekatan Proyek.

Designing a Model of English for Tourism Materials Using Communicative Approach at English Department of Sultan Ageng Tirtayasa University Evenddy, Sutrisno Sadji; Prabowo, Jumbuh; Rima, Rosmania
Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya Vol 7 No 2 (2020): MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya
Publisher : Fakultas Komunikasi, Sastra, dan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33558/makna.v7i2.2178

The present study aims to determine and propose a model of material for English for Tourism using communicative approach. The present study uses a research and development methodology (R&D). The data collecting techniques are documentation, questionnaires, and interviews. The data gathered from documentation and interviews were analysed using content analysis while the data obtained from the questionnaires were analysed quantitatively using SPSS. The results of data analysis indicate that (1) the materials used of English for Tourism are based on lecturerâ€™s assumptions, (2) based on the expert validation, the model material of English for Tourism falls into a very feasible category with the percentage of 86.76 %. The teaching materials based on the results of the students responses by the percentage is in the category of good (78.9 %). Based on the validation both from expert and students it could be concluded that a model of EFT material using communicative approach seems to be feasible to be applied in English Department of Sultan Ageng Tirtayasa University.

ClassDojo Impact on Improving Students Ability in Understanding English and Writing EFL with Platform 5.0 Wijayanto, Pikir Wisnu; Aisah, Siti; Prabowo, Jumbuh
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.90562

In English as a foreign language (EFL) learning, the use of technology in the teaching and learning process is increasingly gaining attention but has minimal implementation. ClassDojo has emerged as a promising tool in Platform 5.0 to improve communication between teachers and students. This is urgent to be studied because of the differences in opinion between the theory and the findings of previous researchers. This study aims to analyze the effectiveness of ClassDojo in improving EFL students' writing performance and understanding their perceptions of the use of this technology. The research method used was a quasi-experimental with a pre-test and post-test design, involving 325 students from 10 junior high schools in Bandung as samples. Data were collected through direct observation techniques, tests, and interviews. Data analysis was carried out by comparing the results of the pre-test and post-test between the experimental group using ClassDojo and the control group using SPSS version 29. The results showed a significant increase in the writing ability of students who received feedback through ClassDojo, including aspects of task achievement, coherence, lexical resources, and grammatical accuracy. These findings indicate that the use of ClassDojo is not only effective in improving academic outcomes but also increasing student engagement in EFL language and writing learning. The implications of this study encourage educational stakeholders to adopt technology-based pedagogical innovations in the learning process. Suggestions, apply more holistically about students' learning experiences using technology in EFL contexts.

THE IMPACT OF PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING ON WRITING SKILLS: A COMPARATIVE STUDY ON EXTROVERTED AND INTROVERTED INDONESIAN EFL STUDENTS Prabowo, Jumbuh; Hartono, Rudi; Rukmini, Dwi; Saleh, Mursid
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9297

This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on enhancing the writing skills of students, considering their extroverted or introverted personality traits. The objective was to explore how different teaching strategies might yield varying results depending on the students' personalities. Employing a quasi-experimental design with a time-series approach, the research methodology included pre-and-post assessments, classroom observations, self-assessment tools for evaluating students' writing competencies, and questionnaires to determine their preferences. The research utilized three distinct forms of tests, revealing that the significance (Sig.) value stood at 0.005, which is below the 0.05 threshold for significance. This indicates a differential impact of PjBL and PBL on the writing abilities of introverted students. Conversely, for extroverted students, the significance value derived from the data was 0.300, exceeding the 0.05 level. This outcome suggests acceptance of the null hypothesis (Ho) and rejection of the alternative hypothesis (Ha), meaning there was no discernible difference in the effectiveness of the two strategies for extroverted students. Participants in the study were fourth-semester English Department students at the University of Sultan Ageng Tirtayasa (Untirta). The findings revealed that introverted students experienced variations in their writing skills when exposed to both PjBL and PBL, with these methods significantly influencing their writing abilities. In contrast, extroverted students did not show notable differences in their writing skills under the same teaching strategies, indicating that both PjBL and PBL were equally effective for them. This study underscores that the choice of teaching method can have varying impacts on the writing skills of students, particularly when considering their introverted or extroverted nature. It highlights that extroversion and introversion may play a role in how students respond to different educational approaches in the context of enhancing their writing skills.

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