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All Journal PEDAGOGIKA Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Mafaza : Jurnal Pengabdian Masyarakat
Ni Nyoman Ari Ratnadi
Sekolah Tinggi Ilmu Kesehatan Buleleng
Religion Humanities Education Public Health Social Sciences Other

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Pengaruh Metode Show And Tell Terhadap Kemampuan Berbicara Pada Anak Usia Dini Ni Nyoman Ari Ratnadi; Kadek Devy Marleni; Kadek Dwi Arlinayanti
PEDAGOGIKA Vol 12 No 1 (2021): APRIL
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/pedagogika.v12i1.636

Abstract

Metode show and tell adalah kegiatan menunjukan sesuatu kepada audiens dan mendeskripsikan sesuatu. Pada awalnya anak akan membawa benda-benda pribadi dari rumah dan menjelaskan secara sederhana, seperti nama benda dan bagaimana mereka mendapatkan benda tersebut. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh metode show and tell terhadap peningkatan kemampuan berbicara pada anak usia 4-5 tahun di PAUD Pelita Kasih Singaraja. Desain penelitian menggunakan pra- eksperimental dengan rancangan one group pre-post test design. Populasi yang digunakan dalam penelitian ini adalah anak usia 4-5 tahun di PAUD Pelita Kasih Singaraja Bali. Besar sampel yang digunakan adalah 30 responden yang telah dipilih dengan menggunakan teknik sampling total sampling. Pengukuran kemampuan berbicara dikumpulkan dengan menggunakan lembar observasi yang berpedoman pada tugas-tugas menurut usia di Denver II. Penelitian ini menggunakan statistik parametrik menggunakan uji Paired Sample T-test dengan taraf signifikan α=0,05. Hasil penelitian menunjukkan bahwa terdapat Pengaruh Metode Show And Tell Terhadap Peningkatan Kemampuan Berbicara Pada Anak Usia 4-5 Tahun di PAUD Pelita Kasih Singaraja.
PELATIHAN PEMBUATAN BONEKA JARI SEBAGAI MEDIA AJAR BAGI GURU TK KECAMATAN SERIRIT Ni Nyoman Ari Ratnadi; Putu Agus Windu Yasa Bukian
Mafaza : Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2023): Mafaza : Jurnal Pengabdian Masyarakat
Publisher : Mafaza : Jurnal Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/mafaza.v3i2.2412

Abstract

Formal education for children begins at an early age, 4 years old the early childhood education programs. Learning in Kindergarten is carried out using the principle of play because playing for children is a very enjoyable activity and is always carried out every day. Daily learning activities in Kindergarten to develop children's intelligence abilities are adapted to the learning principles and values developed in the prepared curriculum. The learning process in kindergarten schools uses facilities and infrastructure that support the achievement of educational goals. One of them is using learning media that is interesting to children. However, teachers have difficulty providing teaching media such as storytelling media as learning facilities, which is one of the obstacles faced by kindergarten teachers in Seririt District. This is caused by financial factors, lack of ideas, skills, and other equipment. Learning media does not have to be in the form of sophisticated digital technology, therefore researchers provide a training program for making finger puppets as a teaching medium to kindergarten teachers in the Seririt sub-district as service partners with the aim of helping teachers develop teaching media that can be used in the classroom. The implementation of this service lasted for three months. Methods for implementing this activity include drafting training guidelines, providing training on making finger puppets as a learning medium, and practicing direct teaching using the media that has been created. The results obtained during the implementation of this community service, namely through training in making finger puppets as a teaching medium, are able to increase the creativity of teachers in creating shapes and characters from the media they make and also develop an entrepreneurial spirit because the materials used can be found around us, thus making children become more enthusiastic in the learning process, and the class atmosphere becomes more enjoyable.
Mapping Elementary Students’ Vocabulary Mastery, Learning Motivation, and Classroom Interaction in English Learning Ni Nyoman Ari Ratnadi; Ni Made Rianita; Ni Nyoman Ari Ratnadi; Ni Made Rianita
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.12

Abstract

English learning at the elementary school level plays an important role in supporting students’ language development and communication skills. This study aimed to map elementary students’ vocabulary mastery, learning motivation, and classroom interaction in English learning. A descriptive quantitative design was employed involving 150 students from Grades 4–6 in three elementary schools in Indonesia selected through purposive sampling. Data were collected using a vocabulary test, a learning motivation questionnaire, and a classroom interaction observation sheet. The data were analyzed using descriptive statistics, including means, percentages, frequencies, and visual mapping techniques. The findings revealed that students’ vocabulary mastery was generally at a moderate level, with meaning recognition obtaining the highest score and pronunciation showing the lowest performance. Students’ learning motivation was categorized as high, particularly in terms of participation and attention during English learning activities. Teacher encouragement and interactive learning activities were identified as the main factors supporting students’ motivation. Classroom interaction was also found to be relatively active, although teacher talk remained more dominant than student talk. Interactive classroom activities, such as games, group discussions, and collaborative tasks, encouraged greater student participation and communication. The results indicate that vocabulary mastery, learning motivation, and classroom interaction are interconnected dimensions that characterize students’ English learning experiences. These findings highlight the importance of creating supportive, interactive, and communicative learning environments to promote students’ vocabulary development, motivation, and active classroom engagement in English learning.
Co-Authors Kadek Devy Marleni Kadek Dwi Arlinayanti Ni Made Rianita Ni Made Rianita Putu Agus Windu Yasa Bukian