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All Journal JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Prosiding Seminar Nasional Pemberdayaan Masyarakat (SENDAMAS)
Bejo Sutrisno
Universitas Al-Azhar Indonesia
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Implementasi HOTS dalam Pemberdayaan Literasi Baca-Tulis Anak di Kampung Cahaya, Jakarta Selatan Nurdiana Nurdiana; Bejo Sutrisno; Zaqiatul Mardiyah; Muhammad Saugi; Bowo Laksono; Nurul Muhadlarah
Prosiding Seminar Nasional Pemberdayaan Masyarakat (SENDAMAS) Vol 5, No 1 (2025): Desember 2025
Publisher : UniversitasAl Azhar Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36722/psn.v5i1.4977

Abstract

Salah satu wilayah yang menjadi perhatian terkait rendahnya tingkat literasi adalah Kampung Cahaya. Anak-anak di kampung ini mengalami hambatan dalam membaca dan menulis, terutama yang berkaitan dengan HOTS (Higher Order Thinking Skills). Oleh karena itu, dibutuhkan pendampingan atau kegiatan literasi baca-tulis dengan mengimplementasikan metode HOTS.  Tujuan kegiatan literasi baca-tulis adalah membantu anak-anak Kampung Cahaya membaca tanpa mengeja, memahami bacaan, serta menuliskan kembali pemahaman terhadap teks yang mereka baca. Jumlah peserta 10 orang mulai dari kelas 1 sampai 6. Metode implementasi HOTS yang digunakan adalah membaca buku cerita dengan metode tanya jawab yang menekankan ‘bagaimana’ dan ‘mengapa’ kemudian peserta pengmas diminta untuk menuliskan kembali cerita yang mereka baca dengan kata-kata mereka sendiri sesuai pemahaman mereka. Kegiatan ini dilaksanakan selama kurang lebih 6 bulan.  Hasil kegiatan adalah anak-anak Kampung Cahaya sebagian besar sudah bisa membaca, namun hanya sebatas membaca teks yang dieja. Membaca dengan melibatkan pemahaman, apalagi yang mengandung HOTS, cukup sulit untuk anak-anak Kampung Cahaya. Mereka juga belum mampu menjelaskan bacaan yang mereka baca dalam bentuk tulisan. Namun, melalui pendampingan yang cukup intensif, mulai terlihat hasil implementasi HOTS yaitu mereka dapat menjawab pertanyaan yang mengandung kata ‘mengapa’ dan ‘bagaimana’.Kata Kunci: HOTS, Kampung Cahaya, Literasi baca-tulis.
The Effectiveness of the Direct Method in Enhancing Public Elementary Students’ Speaking Skills Bejo Sutrisno; Silvia Sanusi; Budi Rachmawati
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 11 No 01 (2026): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v11i01.342

Abstract

This study examines the effectiveness of the Direct Method in improving elementary students’ English speaking skills and explores students’ responses toward learning English through this approach. The research was conducted at Bu Lani’s Tutor House in Depok and involved 12 first-grade students from public elementary schools. A mixed-methods design was employed, combining a quasi-experimental approach with descriptive qualitative analysis, in which the researcher also acted as the instructor. Data were collected through pre-tests and post-tests, classroom observations, and semi-structured interviews. Students’ speaking skills were assessed using five criteria: vocabulary, pronunciation, grammar, fluency, and consistency. The findings indicate a significant improvement in students’ speaking skills after 22 instructional sessions using the Direct Method. Pre-test results showed very low proficiency, with most students scoring 0 or 1 and a total score of 12. In contrast, post-test results demonstrated a substantial increase, reaching a total score of 140. Improvements were particularly evident in fluency, vocabulary, pronunciation, and consistency, although grammatical accuracy remained relatively challenging. Classroom observations confirmed steady progress throughout the learning process, as several students who initially struggled became able to initiate simple conversations using limited vocabulary. Interview results further revealed a positive change in students’ perceptions of English learning; initially viewed as confusing, English lessons became enjoyable through the use of games, songs, and realia. In conclusion, the Direct Method is effective in enhancing young learners’ English speaking skills and promoting positive attitudes toward English learning, even in non-bilingual educational settings.
Co-Authors Bowo Laksono Budi Rachmawati Muhammad Saugi Nurdiana Nurdiana Nurul Muhadlarah Silvia Sanusi Zaqiatul Mardiyah