This qualitative research examines kinship terms in the Tamiang language and the strategies of selection of the terms by its speakers. The data for this research were obtained through questionnaire, and interview from eight informants living in Bendahara Sub-District, Kejuruan Muda Sub-District, Karang Baru Sub-District, and Seruway Sub-District, Aceh Tamiang Regency, the Aceh Province. Observation was also done on the use of some of the kinship terms directly by the people in the speech community. This observation took place while the authors were socializing with the speakers in the research location. The results showed that the kinship terms in the Tamiang language are based on consanguinity and affinity. The kinship terms in the language also refer to birth order. Then, the strategies of the selection of kinship terms in the Tamiang language are based on kinship, age, gender, and descent, especially in terms of a speech event. Viewed role relationships, the terms addressed to men/women in the third layer of vertical relationships are not different. The horizontal relationship indicating the position of siblings and wife/husband is equal. The horizontal role relationship of cousins in the Tamiang language is limited to the third order. This study is very urgent since the study on kinship terms in the Tamiang language has not been conducted comprehensively before. Complete terms used to address family members in the Tamiang language are provided in this study, and it can be one of the resources for further research in the same field of study.

AbstrakTuturan dosen FKIP Universitas Samudra yang mengandung deiksis sering salah ditafsirkan oleh mahasiswa. Kesalahtafsiran tersebut berkaitan dengan pemahaman makna tuturan/ujaran dengan acuannya. Salah satu faktor penyebab kesalahtafsiran itu adalah latar belakang budaya yang berbeda sehingga mempengaruhi bentuk-bentuk bahasa yang digunakan. Hal ini mengakibatkan komunikasi tidak berjalan sesuai dengan yang diharapkan. Berdasarkan hal tersebut, permasalahan dalam penelitian ini adalah mengetahui bagaimanakah deiksis waktu pada tuturan dosen FKIP yang berlatar belakang budaya berbeda di Universitas Samudra. Sumber data dalam penelitian ini adalah dosen FKIP yang memiliki latar belakang budaya berbeda dan data yang mengandung diambil pada saat proses perkuliahan berlangsung dan didokumentasikan dalam bentuk rekaman. Adapun tuturan dosen yang dimaksud adalah tuturan dosen yang berlatar budaya Minangkabau, Tapanuli Selatan, dan Jawa Tengah. Selanjutnya, data tersebut diklasifikasi berdasarkan deiksis waktu, kemudian dianalisis dan disimpulkan. Dari hasil penelitian ini ditemukan bentuk deiksis waktu dosen Minangkabau adalah kemarin itu, nanti siang, munggu lalu, minggu yang lalu, tadi, nanti, kemarin, dan sekarang. Dosen yang berlatar belakang budaya Tapanuli Selatan adalah sekarang, nanti, hari ini, bulan depan, minggu depan, dan kemarin sore. Dosen yang berlatar belakang budaya Jawa adalah hari ini, kemarin, nanti, sekarang, minggu depan, dan dari tadi. Keyword: deiksis persona, deiksis ruang, dan deiksis waktu Abstract Faculty instructors FKIP University of Samudra containing deiksis often misinterpreted by students. The misinterpretation is related to understanding the meaning of speech / speech with reference. One of the factors causing misinterpretation is the different cultural backgrounds that affect the forms of language used. This resulted in communication not running as expected. Based on this, the problem in this research is to find out how the time deiksis in the speech of FKIP lecturers with different cultural background in the

The issue of the existence of the technological revolution 4.0 a mid Indonesian society, especially Aceh, encouraged educators to continue to transform the education system. It is, of course, related to the challenges of teachers' readiness, including early childhood teachers, in shaping a smart and intelligent generation of Aceh in the global industrial era 2045. In the future, each generation of Aceh will become a public need and is expected to be able to compete from all sides of life both locally and internationally. With the rapid development of appropriate technology in education, the skills of early childhood teachers are needed in modifying learning. Thus, it can sharpen the mind of students in the fields of science, technology, language, and art. Based on today's data, education in Aceh is left behind than that of other regions in Indonesia. This is far from reality and expectation of the motto "Aceh Carong". This phenomenon continues to motivate educators to renovate and find solutions until the education system can educate its generation according to technological needs. The application of the STEM approach is seen as an innovation in modern education to improve scientific and creative thinking skills. This literature study can answer the objectives, potential, and challenges of STEM application in early childhood education. The study findings are also expected to increase teacher understanding of the importance of applying this approach in early childhood learning and to support the practice of teacher professional development in the future.Keywords: STEM, Challenges, Objective, Potential

This study aims to (1) implement the dictogloss listening learning strategy and (2) record the advantages and disadvantages of the strategy based on the implementation results, and (3) produce recommendations for the feasibility of using this strategy to improve listening skills in learning Indonesian and English at the school level. medium. The sources of study data are Indonesian language subject teachers and English subject teachers who are members of the Pre-Occupational Teacher Professional Education (PPG) Batch I of 2022, FKIP Universitas Syiah Kuala. Research uses qualitative principles. Data was collected using documentation, observation, and interview techniques. Data analysis of the results of the study was carried out using the principles of qualitative data analysis. The results of the study show that the learning strategy for listening to the dictogloss model: (1) is in accordance with the demands of creative, innovative, and collaborative Indonesian and English learning as expected in the 2013 Curriculum, (2) is effective and efficient in its implementation, (3) can involve all students at the same time to be active in learning, (4) facilitate individual learning and group work, (5) activate schemata and cognitive aspects of students when reconstructing texts, (6) easy to design and implement by teachers, (7) precise and effective for a tool to measure students' listening skills, and (8) teachers can apply this dictogloss model listening learning strategy at all grade levels by making adjustments to reading texts based on Basic Competency demands

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