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All Journal Edulib JEES (Journal of English Educators Society) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Adimas : Jurnal Pengabdian Kepada Masyarakat English Focus: Journal of English Language Education Buletin KKN Pendidikan JOLLT Journal of Languages and Language Teaching JEELS (Journal of English Education and Linguistics Studies)
Bambang Harmanto, Bambang
was an ESP Lecturer at Muhammadiyah University of Malang (1996- 2001). Eversince 2001 (till now) he becomes a Lecturer at Muhammadiyah University of Ponorogo for Teaching English to Young Learners and also a teacher of the English Integrated Muhamma
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Introduction of english to early childhood through the direct method Sundari; Harmanto, Bambang; Rahmawati, Ida Yeni
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.27160

Abstract

Background : The reality of English learning at the PAUD level is still faced with various challenges, such as the lack of available learning media, the lack of teachers with adequate qualifications, and the limited variety of teaching methods. Aim : This study aims to determine, explain, and analyze the implementation of English introduction to early childhood through the Direct Method at Pembina Ponorogo State Kindergarten. Method : This study uses a qualitative approach with observation, interview, and documentation methods. The subjects of the study included 24 children, consisting of 8 boys and 16 girls, teachers, and principals. The research indicators include 4 aspects of language skills including listening, speaking, reading, and writing. Result : The results of the study revealed that the Implementation of the Direct Method at Pembina Ponorogo Research findings indicate that the application of the Direct Method is not only effective in stimulating children's cognitive and linguistic abilities but also integrates fine motor stimulation—making it more holistic than other conventional approaches. Compared to other media or methods, the Direct Method offers an intuitive and interactive learning framework based on the stimulus-response principle, which is highly suited to the learning characteristics of young children. Conclusion : The strength of this method lies in the active role of the teacher as both a facilitator and a language model, thereby bridging theory and practice in a practical way. Although challenges such as maintaining children's focus still exist, this method has proven to significantly enhance listening, speaking, reading, and writing skills. Therefore, kindergarten/preschool teachers are advised to optimize the integration of fine motor activities, provide consistent guidance, and create a supportive learning environment to maximize the potential of this method.
Engaging students in a collaborative and reflective reading material development: participatory action research Nimasari, Elok Putri; Harmanto, Bambang; Bonavidi, Rinjani; Cobantoro, Adi Fajaryanto; Elvina Dwi, Cahyani; Velrinda Fahza'a, Risty
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1948

Abstract

Grounded in Halliday’s Systemic Functional Linguistics and Freire’s Critical Pedagogy, the research aims to develop a transformative digital reading assessment model that embeds Muhammadiyah values and promotes critical literacy. Conducted as a four-month participatory action research project at a Muhammadiyah higher education institution in Indonesia, this study engaged 30 student participants and several community figures. Data were collected through classroom observations, focus group discussions, and interviews, and were analyzed using critical discourse analysis based on SFL's meta functions and Freirean principles. Findings reveal three key themes: first, students interpreted texts as ideological constructs by identifying field, tenor, and mode; second, students co-constructed culturally situated reading materials through dialogic engagement with community members; and third, students demonstrated critical engagement with multimodal digital texts by analyzing how visual and linguistic elements shaped meaning. This study practically contributes a contextually grounded model for reading assessment, showing how digital platforms can serve as ethical spaces for language learning that is both critical and culturally embedded.
Co-Authors Arief Cahyo Utomo Bonavidi, Rinjani Cahyono, Hadi Cobantoro, Adi Fajaryanto Condro Nur Alim Edi Susanto Elok Putri Nimasari, Elok Putri Elvina Dwi, Cahyani Farizky Rahman Febrianti, Nisa Harun Joko Prayitno Hening, Putri Pramesti Indriastuti, Niken Reti Jakia, Nikmatu Junita Dwi Wardhani Krismonica, Dhenok Lathifah, Lathifah Mahardhani, Ardhana Januar Mahendra, Jonanda Wahyu Masir, Rizkya A. Mauly Halwat Hikmat Mustikawati, Diyah Atiek Mustikawati, Dyah Atiek Nurlitasari, Amy Rahmani, Dianisa Dwi Rahmawati, Ida Yeni Rusnilawati Siti Nurjanah Sudirman, Rio Sundari Sutama Tamrin, Agusti Umi Fadlilah, Umi Velrinda Fahza'a, Risty Yasir Sidiq