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All Journal VISA: Journal of Vision and Ideas Inovasi Gagasan Abdimas & Kuliah Kerja Nyata
Sudjito
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Economics, Econometrics & Finance Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Penguatan Pilar Ke-Tiga Program Satuan Pendidikan Aman Bencana (SPAB) Di SD Negeri Umbulharjo Ruslanjari, Dina; Sudjito; Muhammad Irfan Nurdiansyah; Nabilla Auriel Fajarian; Akbar Afandi
Jurnal Igakerta Vol. 1 No. 4 (2024): Jurnal Inovasi Gagasan Abdimas dan Kuliah Kerja Nyata
Publisher : IGAKERTA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70234/nacsw162

Abstract

Penguatan Pilar Ketiga Satuan Pendidikan Aman Bencana (SPAB) di SD Negeri Umbulharjo bertujuan untuk meningkatkan kesiapsiagaan bencana di lingkungan sekolah. Program ini mencakup berbagai kegiatan, seperti diskusi partisipatif dengan guru, kerja sama dengan Badan SAR Nasional (BASARNAS), pembentukan organisasi penanggulangan bencana, pengadaan sarana dan prasarana evakuasi, serta simulasi evakuasi. Metode yang digunakan adalah pendekatan Asset Based Community Development (ABCD), dengan melibatkan siswa dan guru dalam evaluasi pre-test dan post-test untuk mengukur efektivitas program. Hasil penelitian menunjukkan peningkatan dalam pemahaman dan kesiapsiagaan siswa serta guru terhadap bencana setelah mengikuti program. Rata-rata nilai post-test guru dan siswa mengalami peningkatan, dengan peningkatan dari 60,3 menjadi 90,5 untuk guru, dan dari 78,4 menjadi 88,4 untuk siswa. Penguatan organisasi penanggulangan bencana serta simulasi evakuasi turut memberikan kontribusi positif dalam membangun ketangguhan bencana di SD Negeri Umbulharjo. Secara keseluruhan, program ini berhasil meningkatkan kapasitas sekolah dalam menghadapi potensi bencana, terutama di wilayah yang rawan terhadap erupsi Gunung Merapi. Pengadaan sarana dan prasarana yang memadai serta pelatihan yang berkelanjutan menjadi kunci keberhasilan dalam menciptakan lingkungan sekolah yang aman dari bencana.
The Teacher’s difficulties In Teaching English Grammar and Pronounciation in Speaking Skills of Middle High School Students In Karanganyar Aulia Zulfa Indi Putri; Sudjito
VISA: Journal of Vision and Ideas Vol. 4 No. 3 (2024): VISA: Journal of Vision and Ideas
Publisher : IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/visa.v4i3.3298

Abstract

When the meaning of a language becomes increasingly important in this modern era, knowledge of English grammar and vocabulary alone is not enough to achieve correct and targeted communication. According to Sugiyono (2016), explained that the way of pronunciation in English holds a very important key in learning English which is recognized as a foreign language (EFL). This factor of course not only facilitates language understanding by native speakers or those who have proficiency in a foreign language, but can also improve students' communication skills in a foreign language. According to Widiyanti, M, J, A., Wulandari, R, S., & Indaryanti (2016), explains that grammar can create difficult aspects in speaking English. English grammar can be learned and taught to students, but in practice it proves difficult to pronounce. According to Alameddine, M. M ., & Mirza, H., (2016), there are some teachers who do not place much importance on grammatical skills in English when explaining English material. English teachers must also pay more attention to how they can create interaction in class with the target language taught in class, such as through group assignments and stage performance assignments. Apart from that, English teachers must also pay attention to whether the students' pronunciation is correct or not. If there is a situation where the teacher does not attach much importance to correct and appropriate grammar, then students can often make mistakes due to habits in their first language. According to (Widiyanti, M, J, A., Wulandari, R, S., & Indaryanti (2016),explained that some teachers still believe that English pronunciation is also difficult for them and this thinking has a negative impact on their teaching methods or ways. The problem is that deficiencies in English pronunciation and grammar are not considered important in the curriculum design in many schools in Indonesia.
Co-Authors Akbar Afandi Aulia Zulfa Indi Putri Dina Ruslanjari Muhammad Irfan Nurdiansyah Nabilla Auriel Fajarian