An Analysis on Vocabulary Presentation in “Bright an English Course for Junior High School Students for Grade VII” Published by Erlangga Publisher

ABSTRAK   Vocabulary holds a significance role in language learning. Without adequate vocabulary, students cannot communicate effectively. For teaching and learning process which usually utilizes English textbook, the teacher should be selective in choosing the textbook and creative to modify the material. The vocabulary presentation in textbook can help students to have various experiences with vocabulary exercises that can develop their vocabulary. Thus, this study aimed to analyze vocabulary presentation in “Bright an English Course for Junior High School Students for Grade VII” published by Erlangga. This study used descriptive research to find out the way vocabulary is presented in the textbook. The data in this study were all of the vocabulary materials, in 6 units presented in the textbook. The primary instrument was the researcher and the secondary instrument was evaluation checklist which consists of 11 items adapted from Hussin, Nimehchisalem, and Kalajahi (2015) and Cunningsworth (1995). The researcher analyzed the data using content analysis and descriptive percentage analysis. The findings show that the load number of new words in each chapter, the distribution of vocabulary load across the whole book, and the availability of index \were categorized poor. The repetition of new words across the book has fair category. Then, the meaningfulness of topical nature of vocabulary exercises and specific strategy to teach vocabulary had good category. The contextuality of the new words, the effectiveness of the visual use, the familiarity of sentences to define new vocabulary, the sensitization to the structure of lexicon, and the ability of the material to expand students’ vocabulary independently reached very good category. The suggestions were addressed to (1) English teachers, to be able to choose materials in the textbook to support students’ understanding of the new words presented, (2) textbook writers, to consider carefully the load of new words to be introduced, and (3) future researchers to evaluate different language components such as grammar presentation or still vocabulary presentation but for different grades

TEACHING TAHFIDZ IN THE TODDLER AND CHILD TAHFIDZ HOUSE (RUTABA) SIDOARJO

This study aims to enhance the teaching effectiveness of the tahfidz programme for toddlers at Rumah Tahfidz Balita dan Anak (RUTABA) Sidoarjo. The research employed a qualitative approach with a case study design, and data were collected through classroom observation, interviews, and document analysis. The findings revealed that increased teacher understanding is crucial for the success of memorising tahfidz among toddler students. The significance of the teacher's role in effective guidance and teaching is emphasised. Additionally, parental involvement is recognised as a crucial factor in improving the quality of memorisation and maintaining the spirit of memorisation of toddler tahfidz students. The use of technology was found to be highly beneficial in tahfidz learning, both in school and during murojaah at home. This indicates that integrating technology can enhance learning effectiveness. Factors such as teachers' professional development and rote memorisation were identified as being able to increase motivation and set an example in the tahfidz programme for students. This highlights the importance of skill development and ongoing support for educators. Continuous evaluation is a method of enhancing the quality of students' memorisation that is carried out regularly according to a schedule. This approach highlights the significance of continuous monitoring and assessment to improve the quality of learning. Therefore, this abstract demonstrates a comprehensive approach to teaching tahfidz to toddlers by emphasising the roles of teachers, parents, technology, professional development, and continuous evaluation