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All Journal Jurnal Ilmiah Wahana Pendidikan Jurnal Pengabdian Masyarakat dan Riset Pendidikan International Journal of Education, Vocational and Social Science International Journal of Educational Research International Journal of Studies in International Education
Tiarnita Maria Sarjani Br. Siregar
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Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Implementation of Bilingual Learning to Develop Students’ Language Skills: Penelitian Tiarnita Maria Sarjani Br. Siregar; Aldo Loviandri Sihombing; Elida Ronauli Saragi; Elsa Desima Sitorus; Sarah Artamevia Tamba
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.4088

Abstract

The implementation of bilingual learning contributes significantly to the development of students’ language abilities through the integrated use of two languages. Literature indicates that bilingual instruction enhances listening, speaking, reading, and writing skills while also enriching students’ understanding of academic concepts taught in the classroom. The process of shifting between the first language (L1) and the second language (L2) has been shown to strengthen cognitive flexibility, executive functioning, and higher-order thinking skills. Pedagogical strategies such as translanguaging, linguistic scaffolding, the use of visual media, and the CLIL approach play essential roles in creating effective, communicative, and meaningful learning experiences. Beyond linguistic and cognitive benefits, bilingual education also positively influences students’ social and emotional development, including increased self-confidence, collaboration skills, and cultural sensitivity. However, its implementation still faces challenges such as limited teacher competence in managing two languages, insufficient learning materials, and the need for more systematic planning. Overall, bilingual learning provides great opportunities to shape students who are academically strong, cognitively adaptive, and socially inclusive.
English Learning in Primary School: A Review of the Literature on Teaching Methods and Strategies Tiarnita Maria Sarjani Br. Siregar; Nurkholizah; Indah Permata Sari Rambe; Delvita Ayu
International Journal of Education, Vocational and Social Science Vol. 5 No. 01 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i01.3002

Abstract

This study aims to examine and synthesize various methods and strategies of learning English in elementary schools through the Systematic Literature Review (SLR) approach. The data source was obtained from national and international journal articles published in the 2020–2025 period and discussed methods, strategies, and approaches to learning English for young learners. The results of the study show a significant shift from traditional approaches such as the Grammar Translation Method to communicative and student-centered approaches, such as Communicative Language Teaching, Task-Based Learning, Total Physical Response, Direct Method, and storytelling strategies. Communicative and contextual approaches have been shown to be more in line with the characteristics of elementary school students who are active, love concrete activities, and learn through social interaction. In addition, the integration of interactive digital media also increases student motivation and learning participation. However, the implementation of innovative strategies still faces challenges in the form of limited teacher competencies, large class sizes, and uneven infrastructure. Therefore, the use of an integrative approach that combines various methods contextually and adaptively is recommended to optimally improve students' communicative competence.
Pedagogical Challenges of Elementary School Teachers in Classroom Instruction Tiarnita Maria Sarjani Br. Siregar; Desvi Putri Andriani Telambanua; Paulina Tambunan; Puji Kristian Gurning; Elmaria Situmeang; Paskah Valerius Sagala; Regina Naibaho
International Journal of Educational Research Vol. 3 No. 1 (2026): March: International Journal of Educational Research
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijer.v3i1.484

Abstract

Pedagogical challenges faced by elementary school teachers remain a critical issue in classroom instruction. Teachers are expected to implement student-centered learning while addressing diverse student characteristics, increasing curriculum demands, limited instructional resources, and various classroom constraints. This study aims to understand and describe the pedagogical challenges experienced by elementary school teachers in classroom instruction through a qualitative library research approach. Data were collected from peer-reviewed journal articles published within the last five years and relevant academic books published within the last ten years. The selected literature was analyzed thematically to identify recurring patterns and key issues related to pedagogical practices. The findings indicate that major challenges include classroom management difficulties, the implementation of differentiated instruction, curriculum adaptation, technology integration, and limited opportunities for professional development. These challenges reveal a persistent gap between pedagogical theories and classroom realities. The study concludes that addressing pedagogical challenges requires not only teacher competence but also strong institutional support, flexible curriculum implementation, and continuous professional development.
Perspektif Guru Kelas V terhadap Pembelajaran Bilingual pada Topik “Meeting a Friend” di Sekolah Dasar Tiarnita Maria Sarjani Br. Siregar; Nafadilla Nafadilla; Kezia Romasta Panjaitan; Abellia Dwi Claudia; Manda Sri Ayu
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 6.B (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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

Abstract

Penelitian ini bertujuan untuk mendeskripsikan perspektif guru kelas V mengenai penerapan pembelajaran bilingual pada topik “Meeting a Friend” di sekolah dasar. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara semi-terstruktur dengan guru kelas. Temuan menunjukkan bahwa pembelajaran bilingual dilakukan secara bertahap, dimulai dari penyajian dialog sederhana dalam bahasa Inggris, pemberian penjelasan dalam bahasa Indonesia untuk mendukung pemahaman, serta pemberian kesempatan kepada siswa untuk berlatih secara berpasangan. Pendekatan ini membantu mengurangi kecemasan siswa dan meningkatkan kepercayaan diri mereka dalam menggunakan bahasa Inggris. Guru melaporkan bahwa bilingual scaffolding membuat pembelajaran lebih inklusif, terutama bagi siswa dengan kemampuan bahasa yang beragam. Penelitian ini juga mengungkapkan beberapa tantangan, termasuk ketergantungan siswa pada bahasa Indonesia, tingkat kepercayaan diri yang tidak merata, dan keterbatasan siswa dalam mempertahankan percakapan berbahasa Inggris. Meskipun terdapat tantangan tersebut, guru menekankan bahwa pembelajaran bilingual tetap menjadi strategi yang efektif untuk mengajarkan keterampilan percakapan dasar, terutama pada topik yang berkaitan erat dengan pengalaman sehari-hari siswa. Secara keseluruhan, pembelajaran bilingual menciptakan lingkungan belajar yang suportif yang mampu meningkatkan kemampuan berbicara dan self-efficacy siswa dalam berbahasa Inggris.
The Effect of Local Wisdom-Based English Learning on Elementary Students’ Vocabulary Mastery Tiarnita Maria Sarjani Br. Siregar; Ilda Zahratunisa; Putri Nurul Auliya
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.492

Abstract

Vocabulary acquisition is a fundamental component of English language learning because it enables students to comprehend texts and develop broader communication skills. In elementary school contexts, however, vocabulary instruction is frequently delivered through traditional teaching practices that are not closely related to students’ real-life experiences. As a result, students often face difficulties in understanding and retaining new vocabulary. One potential approach to address this issue is the integration of local wisdom into learning activities so that the materials become more contextual and meaningful for learners. Therefore, this study aims to examine how the incorporation of local cultural elements can support vocabulary development among elementary school students. This research employed a descriptive qualitative design using a library research method. The data were gathered from various academic sources, including national and international journal articles, scholarly books, and conference proceedings that discuss English language learning, vocabulary development, and the integration of local wisdom in educational practices. The collected data were analyzed through thematic analysis by identifying, comparing, and synthesizing relevant findings from previous studies. The results indicate that the use of local cultural content, such as folklore, traditional practices, and community-based contexts, can significantly support students in understanding and remembering new vocabulary items. Learning materials that reflect students’ cultural backgrounds also contribute to higher levels of learning motivation and classroom participation. In conclusion, integrating local wisdom into English learning can create a more meaningful instructional environment and effectively support vocabulary mastery among elementary school students.
Co-Authors Abellia Dwi Claudia Aldo Loviandri Sihombing Delvita Ayu Desvi Putri Andriani Telambanua Elida Ronauli Saragi Elmaria Situmeang Elsa Desima Sitorus Ilda Zahratunisa Indah Permata Sari Rambe Kezia Romasta Panjaitan Manda Sri Ayu Nafadilla Nafadilla Nurkholizah Paskah Valerius Sagala Paulina Tambunan Puji Kristian Gurning Putri Nurul Auliya Regina Naibaho Sarah Artamevia Tamba