Analisis Kebutuhan Mahasiswa dalam Mengembangkan Bahan Ajar English for Children

Abstrak Penelitian bertujuan mengidentifikasi kebutuhan mahasiswa dalam mengembangkan bahan ajar English for Children. Pendekatan penelitian yang digunakan adalah deskriptif kuantitatif. Metode pengumpulan data menggunakan angket dan dokumentasi. Penelitian dilakukan di Program Studi Pendidikan Guru Sekolah Dasar Universitas Muhammadiyah Tangerang. Responden terdiri dari 77 mahasiswa yang menanggapi angket dengan 29 item yang mewakili enam variabel penelitian. Teknik analisis data menggunakan analisis deskriptif. Hasil penelitian dikelompokkan menjadi enam variabel kebutuhan, yaitu: tujuan pembelajaran, topik, latihan, kegiatan pembelajaran, media pembelajaran, dan penilaian. Hasil penelitian menunjukkan bahwa mahasiswa membutuhkan konsep teori bahasa Inggris yang terkait dengan pengajaran anak, konsep pengembangan rencana pembelajaran bahasa Inggris untuk anak-anak, konsep karakteristik anak dalam belajar bahasa Inggris, konsep pengajaran empat keterampilan bahasa Inggris (listening, speaking, reading, dan writing) menggunakan lagu, cerita, permainan, dan pengajaran berbantuan teknologi. Mahasiswa juga membutuhkan latihan dan aktivitas belajar yang bervariasi, serta media pembelajaran berupa buku teks dan penilaian pembelajaran yang dilakukan di akhir topik. AbstractThe research aimed to identify students' needs in developing English for Children teaching materials. The research approach used descriptive quantitative. Data collection methods used questionnaires and documentation. The research was conducted at the Elementary School Teacher Education Study Program, Muhammadiyah University, Tangerang. Respondents consisted of 77 students who responded to a questionnaire of 29 items representing the six research variables. The research results were grouped into six need variables: learning objectives, topics, exercises, learning activities, learning media, and assessment. Data analysis technique used descriptive analysis. The results showed that students need theoretical concepts of English related to teaching children, the concept of developing English learning plans for children, the concept of children's characteristics in learning English, the concept of teaching the four English skills (listening, speaking, reading, and writing) using songs, stories, games, and technology-assisted teaching. Students also need various learning exercises and activities, as well as learning media in the form of textbooks and learning assessments carried out at the end of the topic

MODEL BAHAN AJAR BERBICARA BAHASA INGGRIS BERBASIS PENDEKATAN KONTEKSTUAL UNTUK MAHASISWA PGSD (Penelitian Pengembangan di PGSD Universitas Muhammadiyah Tangerang)

Tujuan dari penelitian ini adalah untuk menghasilkan model bahan ajar berbicara bahasa Inggris dengan pendekatan kontekstual yang secara khusus didesain untuk memenuhi kebutuhan mahasiswa di Prodi PGSD Universitas Muhammadiyah Tangerang untuk dapat mengajarkan bahasa Inggris pada siswa SD secara lisan dalam konteks kelas, sekolah, dan lingkungan sekitar. Desain penelitian ini dirancang dengan menggunakan pendekatan Research and Development (R&D). Model pengembangan yang dipakai adalah adaptasi model Borg and Gall. Teknik pengumpulan data menggunakan wawancara, angket dan tes. Sementara analisis data menggunakan deskriptif dan uji-t. Hasil uji kelayakan dan uji efektifitas menunjukkan bahwa bahan ajar berbicara bahasa Inggris berbasis pendekatan kontekstual untuk mahasiswa PGSD dinyatakan baik. Penelitian ini didasarkan pada lima aktifitas pembelajaran dengan pendekatan kontekstual sebagai berikut: 1) Warming up, adalah fase pengenalan tema. Pada fase ini, mahasiswa diberikan gambaran umum tentang apa yang akan dipelajari dengan pendekatan kontekstual yang diberikan adalah constructivism dan questioning; 2) Let’s focus, pada tahap ini dosen memberikan mahasiswa penjelasan singkat tentang topik yang akan dipelajari denagn pendekatan kontekstual yang diberikan adalah inquiry.; 3) Let’s speak, pada tahap ini mahasiswa diberikan kesempatan untuk berlatih membaca dialog berpasangan dengan pendekatan kontekstual yang diberikan adalah modelling; 4) Let’s cooperate, tahap ini adalah tahap kerjasama. Tahap ini terdiri dari membuat dialog sederhana secara berpasangan berdasarkan situasi yang diberikan, dan berlatih melakukan dialog di depan kelas, pendekatan kontekstual yang diberikan adalah learning community dan authentic assessment; 5) Let’s share, pada tahap ini dosen mengajak mahasiswa untuk mereview dan berbagi apa yang telah mereka pelajari di kelas dengan pendekatan kontekstual yang diberikan adalah reflection. Dengan demikian, bahan ajar ini dapat digunakan di Program Studi PGSD pada institusi lainnya. ************ This study aims to produce a model of teaching materials for speaking English with a contextual teaching and learning that was specifically designed to meet the needs of students in the Primary School Teacher Education Study Program, Muhammadiyah University of Tangerang, to be able to teach English to primary school students orally in the context of class, school, and the surrounding environment. The research design was designed using a Research and Development (R&D) approach. The development model used is an adaptation of the Borg and Gall model. Data collection techniques using interviews, questionnaires and tests. While data analysis uses descriptive and t-test. The results of the feasibility test and the effectiveness test showed that teaching materials for speaking English based on a contextual teaching learning for Primary School Teacher Education students were stated to be good. This research is based on five learning activities with a contextual teaching learning as follows: 1) Warming up, is the theme introduction phase. In this phase, students are given a general description of what will be learned with the given contextual approach, namely constructivism and questioning; 2) Let's focus, at this stage the lecturer gives students a brief explanation of the topic to be studied with the contextual approach given is inquiry; 3) Let's speak, at this stage students are given the opportunity to practice reading dialogues in pairs with the contextual approach given is modeling; 4) Let's cooperate, this stage is the cooperation stage. This stage consists of making simple dialogues in pairs based on the situation given, and practicing conducting dialogues in front of the class, the contextual teaching and learning given is learning community and authentic assessment; 5) Let's share, at this stage the lecturer invites students to review and share what they have learned in class with the contextual approach given is reflection. Thus, this teaching material can be used in the PGSD Study Program at other institutions

The Differences between Key Words-Pictorial and After Reading Card Methods in English Vocabulary Mastery

This study aims to determine the differences in English vocabulary skills of students using the Keywords-Pictorial learning method with students who use the After Reading Card Game learning method. This study used a quasi-experimental research method with the study of Nonequivalent Control Group Design. The population subjects in this study were all of the fifth grade students of MI Al-Istiqomah, Tangerang City, which numbered 50 students, taking a sample of 25 students in the first experimental class and 25 students in the second experimental class. The technique of collecting data using test questions instruments describing vocabulary skills consists of 20 valid and realistic questions. Based on the results of the study, testing the posttest hypothesis from the results of the t-test obtained tcount = 29.05 and table = 2.02, it can be concluded that there are significant differences between the posttest grade values of the first experimental class and the second experimental class. This can be interpreted that the English vocabulary abilities of students using the After Reading Card Game learning method are higher with students who use the Keywords-Pictorial learning method. Keywords: Keywords-Pictorial method; After Reading Card Game, mastery of vocabular

ANALISIS KESULITAN PENGGUNAAN MEDIA FLIPBOOK PADA GURU DAN SISWA KELAS III MATA PELAJARAN BAHASA INDONESIA

This study aims to find out what are the difficulties experienced by teachers and students in using Flipbook media in learning Indonesia and how the teacher’s efforts are in overcoming these difficulties. This research is a descriptive qualitative research by collecting data at SDN Batuceper 1 Kota Tangerang with the subject and object of research being class teachers and class III students. Data collection techniques are carried out by observation, interviews and documentation. Data analysis are carried out by collecting data, reducing data, presenting data  and drawing conclusions. The results showed that the difficulties experienced by teachers and students included teachers having difficulty designing IT/Digital-based media in terms of allocating time to make flipbook media, using digital-based learning media students experienced difficulties with incomplete facilities, facilities and infrastructure that hindered the learning process, namely projectors, infocus and speaker. And the last difficulty is regarding teacher creativity which is the same as designing IT/Digital-based media, namely difficulties in allocating time. Efforts made by the teacher in the difficulties that the teacher has by continuously studing flipbook media and providing links to material for students to study at their respective homes and assigning assignments

ANALISIS PERAN GURU DALAM MENGATASI KESULITAN BELAJAR MEMBACA SISWA PADA MATA PELAJARAN BAHASA INGGRIS KELAS II DI SEKOLAH DASAR

This research is motivated by the problem of difficulty learning to read in English lessons which is still a problem among grade II students. This study uses a type of qualitative research. The subjects of this study were teachers and students. Data collection techniques were taken by means of observation, interviews with class II teachers, interviews with students and documentation. The results of this study are the roles played by class II teachers, namely: the teacher as a learning resource, the teacher as a facilitator, the teacher as a manager, the teacher as a demonstrator, the teacher as a guide, the teacher as a motivator, and the teacher as an evaluator. The way to overcome student learning difficulties in English lessons experienced by students is by using various learning methods, providing motivation to students, increasing student vocabulary when teaching giving additional assignments to students in the form of tutoring and homework at home, repeating past subject matter , provide subject matter that is easy to understand to students. With the role that has been carried out by the teacher as much as possible, students who initially had reading difficulties are now able to read with continuous practice

PERAN GURU DALAM MENUMBUHKAN KEMAMPUAN LITERASI SISWA KELAS IV

This study  aims to determine the role of the teacher in fostering the literacy abilities of Grade IV students at SDN Batuceper 1 Tangerang City. This research is a descriptive qualitative research by collecting data at SDN Batuceper 1 Kota Tangerang with the subject and object of research being class IV teachers and school principals. Data collection techniques are carried out by collecting data, reducing data, presenting data and drawing conclusions. The results showed that the teacher had shown his role as a facilitator and motivator in developing the basic literacy skills of fourth grade students at SDN Batuceper 1 Tangerang City. The role of the teacher as a facilitator involves involving students in managing the reading corner as a center for literacy activities, and the teacher also accustoms students to reading before learning activities begin for 10 minutes. As a motivator, the teacher gives appreciation in implementing literacy activities

ANALISIS KESULITAN PENGGUNAAN MEDIA FLIPBOOK PADA GURU DAN SISWA KELAS III MATA PELAJARAN BAHASA INDONESIA

This study aims to find out what are the difficulties experienced by teachers and students in using Flipbook media in learning Indonesia and how the teacher’s efforts are in overcoming these difficulties. This research is a descriptive qualitative research by collecting data at SDN Batuceper 1 Kota Tangerang with the subject and object of research being class teachers and class III students. Data collection techniques are carried out by observation, interviews and documentation. Data analysis are carried out by collecting data, reducing data, presenting data  and drawing conclusions. The results showed that the difficulties experienced by teachers and students included teachers having difficulty designing IT/Digital-based media in terms of allocating time to make flipbook media, using digital-based learning media students experienced difficulties with incomplete facilities, facilities and infrastructure that hindered the learning process, namely projectors, infocus and speaker. And the last difficulty is regarding teacher creativity which is the same as designing IT/Digital-based media, namely difficulties in allocating time. Efforts made by the teacher in the difficulties that the teacher has by continuously studing flipbook media and providing links to material for students to study at their respective homes and assigning assignments

ANALISIS KESULITAN PENGGUNAAN MEDIA FLIPBOOK PADA GURU DAN SISWA KELAS III MATA PELAJARAN BAHASA INDONESIA

This study aims to find out what are the difficulties experienced by teachers and students in using Flipbook media in learning Indonesia and how the teacher’s efforts are in overcoming these difficulties. This research is a descriptive qualitative research by collecting data at SDN Batuceper 1 Kota Tangerang with the subject and object of research being class teachers and class III students. Data collection techniques are carried out by observation, interviews and documentation. Data analysis are carried out by collecting data, reducing data, presenting data  and drawing conclusions. The results showed that the difficulties experienced by teachers and students included teachers having difficulty designing IT/Digital-based media in terms of allocating time to make flipbook media, using digital-based learning media students experienced difficulties with incomplete facilities, facilities and infrastructure that hindered the learning process, namely projectors, infocus and speaker. And the last difficulty is regarding teacher creativity which is the same as designing IT/Digital-based media, namely difficulties in allocating time. Efforts made by the teacher in the difficulties that the teacher has by continuously studing flipbook media and providing links to material for students to study at their respective homes and assigning assignments

PERAN GURU DALAM MENUMBUHKAN KEMAMPUAN LITERASI SISWA KELAS IV

This study  aims to determine the role of the teacher in fostering the literacy abilities of Grade IV students at SDN Batuceper 1 Tangerang City. This research is a descriptive qualitative research by collecting data at SDN Batuceper 1 Kota Tangerang with the subject and object of research being class IV teachers and school principals. Data collection techniques are carried out by collecting data, reducing data, presenting data and drawing conclusions. The results showed that the teacher had shown his role as a facilitator and motivator in developing the basic literacy skills of fourth grade students at SDN Batuceper 1 Tangerang City. The role of the teacher as a facilitator involves involving students in managing the reading corner as a center for literacy activities, and the teacher also accustoms students to reading before learning activities begin for 10 minutes. As a motivator, the teacher gives appreciation in implementing literacy activities

A MODEL OF SPEAKING LESSON PLAN BASED CONTEXTUAL FOR PRIMARY SCHOOL TEACHER EDUCATION STUDENTS

Lesson plans are an essential component of teaching. English lecturers must be skilled, creative, and innovative in order to enable students to absorb language learning knowledge easily and effectively. In teaching English speaking skills in class, lecturers need good preparation by designing lesson plans as directions or roadmaps for all activities carried out by lecturers and students in class to achieve appropriate and effective competencies so as to create fun and interesting teaching. Students in primary school teacher education are given with English subject as a provision that will be offered in primary schools to aid their performance as prospective primary school teachers in teaching English. Speaking abilities are one of the skills that students pursuing a degree in primary school teacher education must have in order to master the capacity to communicate in spoken English. The purpose of this paper is to provide information about contextual-based English speaking lesson planning. The process of developing model speaking lesson plan based contextual used an educational research and development (R&D). a number of instruments were used, i.e. interview, classroom observation, and document. This study can be useful for English lecturers and researchers as a guide to teaching speaking English using a contextual approach. This review paper delves into the body of research on the term problem of English speaking skills in primary school teacher education, lesson plans, aspects of lesson plans, activity in teaching speaking, teaching cycle, and a sample of lesson plans’ procedure using teaching speaking based on a contextual approach. The more lecturers plan, the better they will be