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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan International Journal of Education, Vocational and Social Science International Journal of Educational Research
Tiarnita Maria Sarjani Br. Siregar
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics 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.
Pemanfaatan Kecerdasan Buatan (AI) Generatif untuk Personalisasi Pembelajaran Bahasa Inggris : Tinjauan Pustaka tentang Potensi dan Desain Metodologi: Penelitian Tiarnita Maria Sarjani Br. Siregar; Tania Valensya Br Sihombing; Dwi Anggina Pasha; Nisya Sazwana Nasution; Alia Fatia Zahra Olii
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4461

Abstract

This study aims to analyze the potential implementation and design a conceptual methodological framework for utilizing Generative Artificial Intelligence (AI) in the context of bilingual English language learning in Indonesia. Stemming from the limitations of the one-size-fits-all learning model in accommodating the diverse proficiency levels and first language backgrounds of students, this study employs a systematic literature review and conceptual analysis as its primary methods, without involving field data collection. The results of the literature synthesis indicate that Generative AI, particularly through its capability to produce content, feedback, and interactive scenarios in real-time, holds transformative potential for realizing personalized learning on a large scale. The research proposes an AI-Based Adaptive Learning Methodology Design that encompasses three main pillars: 1) Rapid Diagnosis and Adaptive Learning Pathway Determination based on students' linguistic data; 2) Creation of Contextual Bilingual Materials (e.g., generating reading texts with controlled difficulty and cognitive assistance translations); and 3) Instant Feedback and Error Correction Systems Tailored to individual error patterns. The implementation of this proposed model is expected to serve as a theoretical guide for the development of language learning platforms that are more effective, inclusive, and relevant to the specific needs of bilingual students.
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.
Co-Authors Aldo Loviandri Sihombing Alia Fatia Zahra Olii Delvita Ayu Desvi Putri Andriani Telambanua Dwi Anggina Pasha Elida Ronauli Saragi Elmaria Situmeang Elsa Desima Sitorus Indah Permata Sari Rambe Nisya Sazwana Nasution Nurkholizah Paskah Valerius Sagala Paulina Tambunan Puji Kristian Gurning Regina Naibaho Sarah Artamevia Tamba Tania Valensya Br Sihombing