Artikel ini bertujuan untuk mendeskripsikan: (1) Hakikat pembelajaran tematik; (2) Langkah-langkah pembelajaran tematik berbasis kearifan lokal; (3) Hakikat pendidikan kearifan lokal dalam lingkup pembelajaran tematik; (4) Tujuan dan pentingnya pendidikan kearifan lokal dalam lingkup pembelajaran tematik; serta (5) Pengajaran model tematik berbasis kearifan lokal. Artikel ini merupakan penelitian analisis konten/meta analisis yang dilaksanakan melalui lima tahap, yaitu: (1) Pengumpulan data;          (2) Penentuan sampel; (3) Pencatatan data; (4) Reduksi; dan (5) Penarikan kesimpulan. Sumber data dalam artikel ini adalah jurnal dan buku yang berkaitan dengan pembelajaran tematik dan pendidikan kearifan lokal. Selanjutnya, objek penelitian adalah proses adaptasi dan kaitannya dengan urgensi kearifan lokal dalam menjawab tantangan zaman. Kesimpulan artikel menunjukkan bahwa: (1) Pembelajaran tematik menggunakan tema-tema sebagai objek pembelajarannya; (2) Langkah-langkah model pembelajaran tematik berbasis kearifan lokal diantaranya guru terlebih dahulu membuat RPP, kemudiaan mesisipkan kearifan lokal pada konten materi; (3) Kearifan lokal dalam lingkup model pembelajaran tematik adalah nilai kebaikan yang terkandung dalam kebudayaan sebagai upaya mempertahankan identitas diri anak: (4) Tujuan dan pentingnya pendidikan kearifan lokal dalam lingkup pembelajaran tematik diantaranya untuk mempersiapkan generasi muda yang tanggap akan keunggulan lokal daerahnya; (5) Pengajaran model tematik berbasis kearifan lokal ini akan menjadi koneksi dalam memahamkan anak untuk bertindak tepat dalam menghadapi tantangan global.

The aim of this research is to analyze the English language learning anxiety of primary students empirically. This research is descriptive qualitative research. The population of this research is the sixth-grade students’ from SDIT Al-Ihsan in South Jakarta. The sample was taken through simple random sampling of which 50 students as samples of this research. The instruments used in this research were questionnaires and interviews. This research explained that students’ English language learning anxiety is definitely considered a high category in learning English.

Communication skill nowadays becomes a must that everyone should master. The agreement of such conceptual meaning in communication should meet the same perception among speakers. One of the tools to improve one’s communication skill is by learning pronunciation through Reading Aloud for misperception emerged from mispronunciation can be avoided. This research aims at improving English pronunciation through reading aloud in the form of short texts. The research was carried out in Statistics Data Center (BPS) by employing A Classroom Action Research with two cycles of assessments. There were 20 IT engineers of Networking Operation Center with various background of knowledge as an object of the research. The data was collected by observation, note taking, and test. Questionnaire is designed and administered to identify the participants’ core and frequency of English tasks and also to investigate participants’ previous experiences with English. Findings show that there is an improvement on participants’ pronunciation skill through Reading Aloud as it can be seen from the increase of a mean score on the second cycle with 77.75 that is considered as good predicate.

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The research aimed at determining the significant effect of implemented Picture Word Inductive Model (PWIM) in developing students’ communicative competence in SMK Islam Wijaya Kusuma Jakarta. The students’ communicative competence was measured quantitatively by conducting the experiment method. There were 47 of the eleventh-grade students as samples chosen randomly by using purposive sampling technique. The data were performed by using the test instrument with two groups on post-test design; one group became the experiment class and the other group became the control class. The questionnaire was assigned to students at the end of the lesson. The post-poster cycle assessment was given as a basis of measurement in analyzing students’ communicative competence. The data were analyzed by using t-test two tailed formula to find out the significant difference of each class of the sample (simple effect). Findings have shown that there is a significant effect of using PWIM to students’ communicative competence which is reflected from the enhancement of students’ comprehension toward the pronunciation, fluency, grammar, vocabulary as well as the increase of their motivation and creativity experiencing thelearning process more communicatively.