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All Journal Generasi: Jurnal Pendidikan Anak Usia Dini Journal of English Education and Teacher Trainer
Nursidiq, Fajri
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Education Languange, Linguistic, Communication & Media Mathematics Public Health Other

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LANGUAGE USE IN ENGLISH COURSE AT HALIM SANUSI UNIVERSITY Nursidiq, Fajri
Journal of English Education and Teacher Trainer Vol. 1 No. 1 (2024): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v1i1.1288

Abstract

This study aims to investigate the use of language in the English Course at Halim Sanusi University. Besides. It explores students' perception of the tutor’s language in the English classroom at Halim Sanusi University. The method that was used in this study is a descriptive qualitative research method. The subjects were thirteen students of the English Course at Halim Sanusi University. To collect the data, this study used interviews and questionnaires using google form. The result showed the use of language in the English Course at Halim Sanusi was varied enough. Based on the students’ view, the tutor and students used English 35,07%, Indonesian 32,51%, used Sundanese language 8,46%, and mixed language 56,39%. Mix language here was code switching and code mixing. And based on students’ perception of the language use, several students preferred using Indonesian. They realized that the use of Indonesian in the classroom would make them easier to understand the material given. Several students preferred using English than Indonesian. They realized that the use of English in class would make them improve their proficiency in English. They adopted what they found from the teacher’s target language and become comfortable in using the target language too. Additionally, most students perceived that the tutor may mix English and Indonesian equally. They expected that both English and Indonesian are combined and used by the tutor in the classroom interaction. Thus, using English improved their comprehension, while Indonesian were easier for them to understand the materials.
The Effectiveness of Using Interactive Digital Media on Early Childhood Literacy Skills: A Comparative Study in Urban and Rural Early Childhood Education (PAUD) Widiastuti, Sri; Nursidiq, Fajri
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 2 (2025): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v3i2.318

Abstract

Backround: Early childhood literacy development is increasingly mediated by digital technologies, yet empirical evidence regarding interactive digital media effectiveness across diverse socioeconomic contexts remains limited, particularly concerning urban-rural disparities in implementation quality and learning outcomes.Objective: This study investigated the comparative effectiveness of interactive digital media on early literacy competencies among preschool children in urban and rural early childhood education settings, examining contextual factors mediating differential outcomes.Method: This qualitative study employed a comparative case study design conducted over six months in two purposively selected ECEC institutions (one urban, one rural) serving children aged 4-5 years. Data collection involved classroom observations (60 hours), semi-structured interviews with educators (n=12) and parents (n=24), and document analysis. Thematic analysis identified patterns, themes, and comparative insights across contexts.Findings and Implications: Interactive digital media demonstrated differential effectiveness across contexts and literacy domains. Both settings showed improvements in foundational skills (letter recognition, phonological awareness), with digital interventions narrowing urban-rural achievement gaps by 53-69% in these areas. However, gaps in complex competencies (vocabulary, comprehension) persisted or widened due to differential implementation quality, educator digital competency, and home-school technology continuity. Educator mediation emerged as the most critical factor determining effectiveness, surpassing mere technology access.Conclusion: Digital media can support early literacy development when implemented within supportive ecosystems featuring adequate infrastructure, educator capacity, and family engagement. Realizing equity potential requires comprehensive approaches addressing multiple implementation dimensions rather than device distribution alone.
Co-Authors Sri Widiastuti, Sri