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All Journal Jurnal Bastra (Bahasa dan Sastra) Jurnal el-Huda: Jurnal Pendidikan, Sosial, dan Keagamaan
Jopani Ramadhani
Universitas Negeri Medan
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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Implementation of Learning Models to Improve Students English Language Abilities Tiarnita Maria Sarjani Br. Siregar; Sevvi Khadijah; Jopani Ramadhani; Siti Sarah Harahap; Abraem Prayenta Sinulingga
Jurnal el-Huda Vol. 17 No. 01 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i01.346

Abstract

This study examines the implementation of bilingual learning models in improving elementary school students’ English language abilities through a qualitative descriptive approach based on a literature review. The study analyzes 15 relevant journal articles published between 2014 and 2024, selected using criteria of relevance to bilingual learning, elementary education context, and empirical findings on language skill development. Data were analyzed using thematic analysis, including data reduction, categorization, and synthesis of recurring patterns across studies. The results reveal several consistent findings. First, bilingual learning implemented through translanguaging, gradual language exposure, and the integration of Indonesian (L1) and English (L2) significantly improves students’ listening and speaking skills. Second, interactive strategies such as games, songs, visual media, and guided speaking activities increase student participation, motivation, and confidence. Third, bilingual learning not only enhances linguistic competence but also contributes to cognitive development, including critical thinking, working memory, and cognitive flexibility. However, the effectiveness of implementation is influenced by teacher competence, availability of learning media, and variation in students’ initial abilities. The novelty of this study lies in providing a synthesized conceptual model of bilingual learning implementation that integrates linguistic, cognitive, and pedagogical dimensions within elementary education contexts. The findings imply that bilingual learning should be designed systematically through structured language transition, interactive strategies, and continuous teacher development. This study contributes to the development of bilingual learning theory, particularly in translanguaging practices, and offers practical guidance for teachers and curriculum developers in designing effective English learning in elementary schools.
Implementation of Bilingual Learning to Support Student’s English Language Abilities in Elementary Schools: A Narrative Literature Review Tiarnita Maria Sarjani Br. Siregar; Sevvi Khadijah; Jopani Ramadhani; Siti Sarah Harahap; Abraem Prayenta Sinulingga
Jurnal el-Huda Vol. 17 No. 02 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i02.347

Abstract

Bilingual learning that combines Indonesian and English is increasingly used in elementary schools, yet its implementation and outcomes are often described in general terms. This article reviews the literature on how bilingual learning is implemented in elementary schools, which teaching strategies are associated with students’ English skills, and which challenges are reported. The study used a qualitative descriptive narrative literature review of 23 sources (books and journal articles) published between 1978 and 2025. Sources were selected for their relevance to bilingual learning, English language skills, and the elementary school level, and were analyzed thematically. The reviewed literature indicates that gradual language alternation, translanguaging, simple English classroom instructions, visual media, songs, games, and guided speaking activities are commonly associated with greater exposure to English, participation, and confidence, particularly in vocabulary, listening, and speaking. Cognitive benefits are also reported, but they appear to depend on adequate support for both languages. The challenges identified include uneven teacher English proficiency, differences in students’ initial abilities, and limited teaching materials. These findings suggest that bilingual learning requires careful planning, teacher training, adequate resources, and family support. Because the evidence comes from a limited and varied set of sources, it should not be generalized without further empirical research.
Pola Kesalahan Siswa Kelas 5 SD dalam Menyelesaikan Soal Matematika Berdasarkan Newman’s Error Analysis (NEA) Angel Aritonang; Citra Novita Purba; Gracetisya Audry Aurellia Ginting; Jopani Ramadhani; Khalisa Nazla; Najwa Naraya Siwabessy; Siti Sarah Harahap
Jurnal el-Huda Vol. 17 No. 01 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i01.366

Abstract

Kemampuan matematika siswa sekolah dasar, khususnya dalam menyelesaikan soal cerita, masih menjadi perhatian penting. Penelitian ini bertujuan untuk menganalisis pola kesalahan siswa kelas V dalam menyelesaikan soal matematika berdasarkan Newman’s Error Analysis (NEA). Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek sebanyak 30 siswa kelas V di SD Negeri 066663. Data dikumpulkan melalui tes yang terdiri dari 5 soal cerita matematika serta wawancara mendalam. Analisis data dilakukan berdasarkan lima tahapan NEA, yaitu membaca, memahami, transformasi, keterampilan proses, dan penulisan jawaban akhir. Hasil penelitian menunjukkan bahwa kesalahan siswa terjadi pada seluruh tahapan NEA, dengan proporsi tertinggi pada kesalahan memahami soal (30%), diikuti kesalahan transformasi (25%), kesalahan keterampilan proses (20%), kesalahan penulisan jawaban (15%), dan kesalahan membaca (10%). Kesalahan dominan terletak pada ketidakmampuan siswa memahami makna soal dan mengubahnya ke dalam model matematika yang tepat. Penelitian ini memberikan kontribusi dalam memperkuat diagnosis kesulitan belajar matematika siswa melalui pendekatan NEA. Implikasinya, pembelajaran matematika perlu menekankan pemahaman soal, kemampuan pemodelan, serta latihan reflektif untuk meminimalkan kesalahan siswa dalam pemecahan masalah.
Strategi Guru dalam Mendampingi Adaptasi Linguistik Siswa Pindahan di Sekolah Dasar Sandy Despian Permana; Siti Sarah Harahap; Jopani Ramadhani; Johana Sitorus; Amalia Nazlah Hutabarat; Christine Nathalia Simatupang; Fitriani Lubis
Jurnal Bastra (Bahasa dan Sastra) Vol. 11 No. 4 (2026): JURNAL BASTRA EDISI OKTOBER 2026
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v11i4.2810

Abstract

Perbedaan latar kebahasaan siswa pindahan dapat memengaruhi pelafalan, pemahaman tuturan, dan penyesuaian komunikasi dalam pembelajaran Bahasa Indonesia di sekolah dasar. Penelitian ini bertujuan mendeskripsikan kebutuhan adaptasi linguistik siswa pindahan menurut persepsi guru, menjelaskan strategi pendampingan yang digunakan, serta menguraikan hambatan pelaksanaannya. Penelitian menggunakan pendekatan deskriptif kualitatif dengan satu informan, yaitu guru kelas VI yang memiliki pengalaman mengajar selama sepuluh tahun. Data diperoleh melalui wawancara semi-terstruktur, kemudian dianalisis melalui pembacaan transkrip, pengodean, pengelompokan pernyataan, dan penafsiran hubungan antartema. Hasil penelitian menunjukkan bahwa guru memandang perbedaan pelafalan dan pemahaman tuturan sebagai kesulitan utama siswa pindahan. Pendampingan dilakukan melalui pelibatan teman sebaya, penggunaan ragam bahasa yang akrab sebagai jembatan pemahaman, koreksi langsung, serta anjuran latihan berbicara di rumah. Pelaksanaannya menghadapi keterbatasan latihan mandiri dan aturan penggunaan gawai di sekolah, sehingga keberlanjutan pendampingan lebih banyak bergantung pada interaksi langsung di kelas. Penelitian menyimpulkan bahwa adaptasi linguistik tidak hanya berkaitan dengan pembetulan pengucapan, tetapi juga dengan keterpahaman pesan, dukungan sosial, dan kesempatan berlatih. Kebaruan penelitian terletak pada pembacaan terpadu antara persepsi guru, pilihan strategi, dan hambatan pelaksanaan dalam satu alur pendampingan. Kontribusinya ialah memberikan gambaran kontekstual tentang respons guru terhadap keragaman bahasa siswa pindahan serta dasar praktis bagi pendampingan yang menyeimbangkan pemahaman makna, penghargaan terhadap variasi bahasa, dan pembiasaan bahasa Indonesia sesuai konteks. Temuan ini memperlihatkan bahwa strategi pendampingan perlu disesuaikan dengan kebutuhan komunikasi siswa dan kondisi belajar, bukan hanya berorientasi pada penghilangan logat atau koreksi bentuk bahasa. Namun, efektivitas strategi tersebut belum dapat dipastikan karena penelitian tidak mengamati tuturan siswa atau perubahan kemampuan langsung.
Co-Authors Abraem Prayenta Sinulingga Amalia Nazlah Hutabarat Angel Aritonang Christine Nathalia Simatupang Citra Novita Purba Fitriani Lubis Gracetisya Audry Aurellia Ginting Johana Sitorus Khalisa Nazla Najwa Naraya Siwabessy Sandy Despian Permana Sevvi Khadijah Siti Sarah Harahap Tiarnita Maria Sarjani Br. Siregar