Membangun Literasi Dwibahasa melalui Big Book Storytelling untuk Anak Usia Dini

Yansyah, Yansyah; Hamidah, Jamiatul; Ariani, Lita

doi:10.31004/obsesi.v7i1.3697

Cited by 3 publications

(3 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…(2022) menjelaskan bahwa melalui Big Book Dwibahasa siswa dapat diberi aktivitas storytelling sehingga literasi mereka dapat meningkat. Begitu juga dengan Yansyah et al (2023) yang berhasil meningkatkan literasi siswa melalui big book dwibahasa. Untuk level sekolah dasar, big book dwibahasa belum menjadi fokus bagi tim Abdimas sebelumnya, sehingga ini menjadi kebaharuan bagi tim Abdimas Umsida untuk dapat melatih keterampilan guru dalam mengintegrasikan pelajaran yang diampu dengan bahasa Inggris.…”

Section: Pendahuluanunclassified

Penguatan Keterampilan Pembuatan Big Book Berbasis Digital dengan Integrasi Konten Bahasa Inggris

Megawati

Agustina

Wulandari

et al. 2023

warta

View full text Add to dashboard Cite

The challenge faced by teachers today is the lack of skills in developing technology-based media. In facing the demands of an increasingly developing curriculum, teachers need to be given reinforcement in the development of professionalism, including in making digital-based media. Based on the problem, MI Muhammadiyah 2 Kedungbanteng is a school that deserves instructional media training. The obstacles faced include the absence of assistance to develop technology-based media so that the digital literacy of teachers is still low, the absence of school literacy activities through teacher-made media, and the lack of activities that can hone creativity to optimize vocabulary learning. This service wants to make a meaningful contribution to teachers with training activities in developing Canva application-based big book media. The activity is carried out through preparation, implementation, and evaluation stage. In the preparatory stage, the team collected initial information about conditions in school that could support the development of teacher competencies as well as implementation schedules and monitoring and evaluation. Furthermore, at the implementation stage, activities are carried out through material presentation, discussion, and independent assignments. For the monitoring and evaluation stage, the teachers conducted learning using the resulting big book and the community service team observed learning in class. This service was successfully carried out according to plan and made several contributions to strengthening understanding of the material and skills in designing and implementing Canva-based big book. The teachers stated that they were satisfied with this training and hoped to create other media creations in the next training.

show abstract

Section: Pendahuluanunclassified

Penguatan Keterampilan Pembuatan Big Book Berbasis Digital dengan Integrasi Konten Bahasa Inggris

Megawati

Agustina

Wulandari

et al. 2023

warta

View full text Add to dashboard Cite

show abstract

“…In Indonesia itself there are various kinds of regional languages used. The two languages used in Indonesia are Indonesian and English (Yansyah et al, 2021(Yansyah et al, , 2023. However, the language used in everyday speech is Indonesian.…”

Section: Introductionmentioning

confidence: 99%

Learning British Accent Through Short Videos: A Case Study of English Department Student

Tanjung,

Sarmila,

Aflahah

et al. 2023

jkk

View full text Add to dashboard Cite

This research explores the integration of British accents in the education of bilingual children focusing on the acquisition of foreign languages, particularly emphasizing pronunciation. The study investigates the challenges and strategies related to learning the British accent, while considering the broader context of accent diversity. Through interviews conducted at Muhammadiyah University of Banjarmasin, the responses from students regarding their experiences with British accents were examined. The research reveals that despite the dominance of American accents in the region, there is interest and effort among students to learn British accents. The study also identifies various methods, such as videos and interactions with individuals who use British accents, employed by learners to improve their pronunciation. However, the challenges are substantial, including curriculum limitations, lack of training for educators, and issues related to assessment and infrastructure. While British accents are deemed attractive due to their clear and round pronunciation, the level of difficulty is subjective and influenced by individual interest and intention. In conclusion, mastering pronunciation, specifically British accents, is crucial for effective communication in English, requiring dedicated efforts and appropriate learning resources.

show abstract

“…Communication strategies have the focus on approaches to conveying a message that is both meaningful and informative for the listener or reader (Cohen, 2011). Yansyah et al, (2023) also explained the bilingual introduction strategy that was carried out early on. The strategy that can be used to hone students bilingual skills from an early age is through big book storytelling.…”

Section: Introductionmentioning

confidence: 99%

Exploring Language Use Strategies with Zoning-Based Language Rules in SMPIT Hidayatul Qur'an Boarding School

Maulana,

Aflahah,

Nadia

et al. 2023

jkk

View full text Add to dashboard Cite

This study aims to describe the implementation of zoning-based language rules in SMPIT Hidayatul Qur’an Boarding School and explore language use strategies implemented by the students. This study is a case study, and the data are collected using interview and observation. The participants are one English teacher and five students with the criteria of having good English score. The results can be concluded in two points, namely: 1) The zoning-based language rules are adapted from Darussalam Gontor Modern Islamic Boarding School. Some zones that are mandatory for formal language are public places such as dormitory, kitchen, mosque, canteen, and school area. However, the use of the formal language in the school area only when outside of school hours. Then, not all students are required to follow this rule because grade 7 students who have just entered SMPIT HQBS need to get used to the rules first. 2) About language use strategies from the students, it is found that they only use retrieval, rehearsal, and communication strategies. They use retrieval strategies to recall their memory of vocabularies, they use rehearsal strategies to practice the use of certain language structures, and they use communication strategies to create meaningful communication through several ways such as through writing, using body language, or mixing formal and informal language. They don’t use coping strategies because they cannot cope with their lack of language knowledge by themselves.

show abstract

Membangun Literasi Dwibahasa melalui Big Book Storytelling untuk Anak Usia Dini

Cited by 3 publications

References 18 publications

Penguatan Keterampilan Pembuatan Big Book Berbasis Digital dengan Integrasi Konten Bahasa Inggris

Penguatan Keterampilan Pembuatan Big Book Berbasis Digital dengan Integrasi Konten Bahasa Inggris

Learning British Accent Through Short Videos: A Case Study of English Department Student

Exploring Language Use Strategies with Zoning-Based Language Rules in SMPIT Hidayatul Qur'an Boarding School

Contact Info

Product

Resources

About