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Integrative Holistic Learning Strategies in Early Childhood Education Pattiruhu, Claudia Monique; Makulua, Korlina; Thalib, Najdah; Elizar, Elizar; Pandia, Betharia Sembiring
Al-Hijr: Journal of Adulearn World Vol. 2 No. 4 (2023)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v2i1.549

Integrative holistic learning is a process of giving full attention to early childhood to improve the quality and ability of children which includes providing nutritional health education services, protection, care and welfare. This study aims to determine the integrative holistic learning strategy in early childhood education. The research method used by researchers is a quantitative method with an observation model, namely conducting direct interviews with teachers. The results of this study indicate that it is important to add insight and broad knowledge about integrative holistic learning strategies in early childhood education. So that it can help solve existing problems and shortcomings regarding integrative holistic strategies in early childhood education, and can form an outstanding and quality generation. From this research it can be concluded that integrative holistic learning strategies in early childhood education are very important and necessary to help the role of a teacher and parents to improve the quality and achievement of children. The limitation in this study is that researchers only conducted research on integrative holistic learning strategies in early childhood education. Therefore, the researcher hopes that future researchers can conduct further research related to integrative holistic learning strategies in early childhood education to be further developed. Researchers also recommend that future researchers use the results of this study as a reference in conducting research on interactive holistic learning strategies in early childhood education.

Event Modification in EFL Learners’ Narration: A Case Study on Retelling Alibaba Story Pandia, Betharia Sembiring; Sibarani, Berlin
JAMI: Jurnal Ahli Muda Indonesia Vol. 5 No. 1 (2024): Juni 2024
Publisher : Akademi Komunitas Negeri Putra Sang Fajar Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46510/jami.v5i1.297

Experiences of events of both direct and vicarious ones are perceived, organized, sequenced and represented in narrative text in coherent structure. An event consist of character, action and setting. The representation of the events in narration is realized in narrative discourse. The coherent text structure is used to narrate sequence of events in various discourse strategies. This structure is also used to understand a narrative texts. Narratives comprises of constituents and supplementary events. The constituent events are causal in the sense that earlier event contributes to the occurrence of the next event that keep the story moving forward. The supplementary events are not causal; they can be removed without disturbing continuance of the story. Supplementary events are responsible for the meaning and impact of the story. If the supplementary events are removed, the meaning and impact of the story decreases. This background leads the research to investigate event modification and find out narrative discourse used to convey the story. To collect the data, the students were assigned to listen to the story of Alibaba with forty thieves, having listened to the story, they are assigned to modify the story, and retold the modified story in written form. The data were analyzed by comparing the original and the modified story based on every aspect of story structure. The results show that the students’ story modification is limited to the modification of characters and supplementary events; constituent events and narrative discourse are retained; no modification was done to the two aspects. This leads to the conclusion that sequences of events are organized, understood and produced in a coherent structure.

English Teacher’s Competence in Digital Era: A Study on the Development of Teacher’s Ability to Assess Learning Achievement in Pendidikan Profesi Guru Sibarani, Berlin; Pandia, Betharia Sembiring
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

In digital era, internet, computer, mobile phone, application, ChatGPT, googling, etc. affect education. Googling can translate texts from Indonesian into English and vice versa. It can be used to seek information about linguistics. ChatGPT is able to generate ideas, edit, find main idea, write a summary of English text and do many others. Assessment is useful in providing feedback, developing instructional materials and selecting suitable teaching technique. This paper is intended to describe how Pendidikan Profesi Guru (PPG), as in-service training program, develop English teachers’ assessment competence and to what extent the program accommodate current digital technology. Fifteen English teachers attending the PPG were taken as participants. Data were taken from the observation transcripts, lesson plans and teaching materials. Assessment theory and digital technology information were used as the data analysis perspective. The study shows that (1) the English teacher’s assessment competence is deviated from linguistic, language learning, and language teaching methods theories, (2) technology product effect on test taker has not yet been considered in the language learning, (3) the teachers’ assessment competence is affected by the PPG’s programs which does not provide them with the knowledge of the interrelationship among linguistic, language learning and language teaching method theories, and which has not yet taken the technology effect on test taker into their training program. In order to increase the teacher’s assessment competence, it is suggested that the PPG should be reorganized by accommodating linguistic, language learning, language teaching methods, and technology effect on assessment. Key Words: Assessment, Digital, Language, English, Competence, In-Service Training

Techniques Used in the Content of Tiktok Videos as English Learning Media Pandia, Betharia Sembiring; Sibarani, Berlin
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.4959

Social media have reached a pivotal role in human’s daily lives; it can be a source of information and even a source of learning in the educational field. This study explores the techniques of content creators who use social media to provide engaging language learning materials to social media users. This study uses a descriptive qualitative method. The data source is the os on the social media platform TikTok. This short-form video-sharing media study has two groups: high followers, as many as four accounts, and low followers, as many as nine accounts. There are 20 videos from each group. Each video is identified based on the theory of language teaching techniques. Then, the methods used by high and low followers are identified and described. This study found that the creators with high followers use communicative language teaching methods, precisely information gap and feedback type. Meanwhile, the creators with low followers base their content on a direct teaching method in which they tend to explain and give lectures to their audience. Hence, this finding is expected to be useful for English teachers, particularly in terms of adapting techniques to teach English in real-world language usage and idiomatic expressions often absent in traditional textbooks.

Techniques Used in the Content of Tiktok Videos as English Learning Media Pandia, Betharia Sembiring; Sibarani, Berlin
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 03 (2024): Research Articles, December 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i03.4959

Social media have reached a pivotal role in human’s daily lives; it can be a source of information and even a source of learning in the educational field. This study explores the techniques of content creators who use social media to provide engaging language learning materials to social media users. This study uses a descriptive qualitative method. The data source is the os on the social media platform TikTok. This short-form video-sharing media study has two groups: high followers, as many as four accounts, and low followers, as many as nine accounts. There are 20 videos from each group. Each video is identified based on the theory of language teaching techniques. Then, the methods used by high and low followers are identified and described. This study found that the creators with high followers use communicative language teaching methods, precisely information gap and feedback type. Meanwhile, the creators with low followers base their content on a direct teaching method in which they tend to explain and give lectures to their audience. Hence, this finding is expected to be useful for English teachers, particularly in terms of adapting techniques to teach English in real-world language usage and idiomatic expressions often absent in traditional textbooks.

Representation of Teachers' Lives through Memes in Indonesia and United States: A Multimodal Analysis Pandia, Betharia Sembiring
JAMI: Jurnal Ahli Muda Indonesia Vol. 6 No. 1 (2025): Juni 2025
Publisher : Akademi Komunitas Negeri Putra Sang Fajar Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46510/jami.v6i1.373

This study employed a descriptive qualitative design and adopts a social semiotics approach to investigate how memes portray the lives of teachers in Indonesia and the United States. Memes, as a form of digital narrative, offer unique insights into culturally specific experiences and societal perceptions of educators. This study analyzed a selection of widely circulated memes to understand how semiotic resources - such as imagery, text, and symbols are mobilized to construct meanings about teachers’ roles and challenges. Through this lens, memes are not only seen as entertainment but also as sites of social commentary that influence public discourse on education. By focusing on humor and social critique, memes revealed deeper societal attitude toward the teaching profession, including issues related to teacher identity, economic challenges, and the status of educators in different cultural contexts. By using descriptive qualitative method, it was found that in Indonesia, for instance, memes frequently highlight the struggles faced by guru honor (honorary teachers), drawing attention to the impact of financial instability on perceptions of educational quality. In addition, the challenges that teachers have to face in Indonesia was clearly depicted through the images of criminalization in educational sector. Meanwhile, in U.S memes depicted teachers as a profession with a heavy workload. To represent this meaning, the memes in U.S mostly used animals as their modes such as cats and squirrels to represent their fast-paced job. The findings suggest that memes play a significant role in shaping and reflecting public perceptions, contributing to broader conversations about the value of education and the evolving identity of teachers in a digital era. Key Words Memes, Multimodality, Social Semiotics, Teachers

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