STUDENTS’ BELIEFS ABOUT SOCIAL MEDIA IN EFL CLASSROOM: A REVIEW OF LITERATURE

This article reviews research on student beliefs about the use of social media in English as a Foreign Language (EFL) classrooms. This study involves a discussion of how social media impacts students' language learning from previous studies. This study uses a systematic literature review (SLR) in reviewing articles. In determining the article, it is carried out in three stages, namely peer-reviewed articles, re-examined articles, and analyzing the selected articles. The literature review summarizes research on student beliefs from 2017 to 2021. A total of seven articles are referenced in this study. The conclusion drawn from the seven literatures is that students' beliefs about the use of social media in EFL classrooms are positively affected. Social media helps students to improve their English skills. The use of social media can be a reference for teach media that EFL teachers can present in learning activities to attract students' attention and achieve goals in language learning

Student’ Perception on Learning Heutagogy in the English for Young Learner

To attract the attention of students as learners, teachers should use an approach that is in accordance with the characteristics of students. Students as generation z or digital natives, have a great interest in the digital world. Therefore, the process of learning and teaching can get out of the traditional zone by using the heutagogy method. This heutagogy method is applied to students who take English for Young learners. The results obtained from 85 students' answers to the questionnaire about students' perceptions of learning using heutagogy showed positive results. Students respond well to heutagogy learning. Heutagogy is expected to be a teaching choice for students later

THE IMPLEMENTATION OF TOTAL PHYSICAL RESPONSE (TPR) TO IMPROVE STUDENT'S ENGLISH VOCABULARY DURING PANDEMIC

The government's policy for students to study from home during the Covid-19 pandemic has had a major adjustment impact for students, teachers and parents. Closer collaboration is needed to support the achievement of learning targets. The selection of the right learning method also has an important role in making it easier for students to absorb information and helping teachers and parents as facilitators. In teaching English to kindergarten students, Total Physical Response (TPR) is one method that can be applied. TPR was applied to Kindergarten (TK) Aisyiyah 101 students in class. Fifteen students became respondents in this study. Research data were collected from observations, documentation, interviews, and questionnaires. The results of the study were described using a qualitative descriptive method. From the research data, it can be concluded that TPR facilitates students, teachers, and parents in learning English during studying from home or in Indonesian called as Belajar Dari Rumah (BDR). By using TPR, students can learn with pleasure and absorb information quickly. In addition, TPR also makes it easier for parents and teachers to teach English to children

Pelatihan Peningkatan Kemampuan Menulis Karya Ilmiah bagi Kepala Sekolah dan Guru Sekolah Luar Biasa

Menulis karya ilmiah merupakan salah satu hal yang wajib dilakukan baik bagi kepala sekolah maupun guru. Penulisan karya ilmiah didasari oleh pemahaman konseptual tentang cara berpikir sesuai dengan etika dan kaidah ilmiah. Tujuan diadakannya pelatihan ini adalah untuk membantu kepala sekolah dan guru sekolah luar biasa menuliskan ide/gagasan ke dalam karya ilmiah. Pelatihan ini dikuti oleh 18 peserta; 6 peserta kepala sekolah dan 12 peserta guru. Metode yang digunakan antara lain: (1) pemberian materi tentang karya ilmiah mengenai teori dan contoh-contoh dengan metode ceramah, (2) penugasan kepada peserta untuk menulis karya ilmiah, serta (3) bimbingan dan diskusi mengenai karya ilmiah dengan narasumber. Hasil dari kegiatan ini seluruh peserta bersemangat dan termotivasi untuk mengikuti kegiatan ini. Seluruh peserta mencoba untuk menuangkan ide dalam bentuk tulisan karya ilmiah. 6 peserta dari 18 peserta atau 33% peserta yang hadir dapat menulis karya ilmiah dengan baik. Karya ilmiah tersebut dapat dipublikasikan dan diikutsertakan dalam lomba salah satunya lomba guru dan kepala sekolah berprestasi tingkat nasional

Penerapan Metode Total Physical Response (TPR) dalam Pengajaran Bahasa Inggris di TK

Mengajar Bahasa Inggris sebagai bahasa asing bukanlah hal mudah, terutama pengajaran Bahasa Inggris untuk anak usia dini. Guru diharapkan selalu memiliki ide kreatif dan inovatif untuk menarik perhatian siswa dalam kegiatan pembelajaran di kelas agar siswa dapat mengerti mengenai materi yang diajarkan. Total Physical Response (TPR) adalah salah satu metode yang dapat diterapkan. TPR adalah sebuah metode yang menggunakan gerak tubuh untuk mengartikan kata. Tujuan diadakannya pelatihan menggunakan metode ini adalah untuk membantu guru mengajar Bahasa Inggris dan menciptakan suasana kelas yang menyenangkan. Metode ini mudah diaplikasikan untuk guru-guru di TK ‘Aisiyah 101 Cipayung dan TK ‘Aisiyah Bustanul Athfal Ciracas. Peserta yang hadir sebanyak 12 orang terdiri dari Kepala Sekolah dan guru. Metode yang digunakan antara lain 1) pemberian materi tentang TPR mengenai teori dan contoh-contoh dengan power point dan video, 2) penugasan kepada peserta secara berkelompok untuk mencari tema dan mempraktekan TPR, 3) bimbingan dan diskusi mengenai TPR yang dipraktekan. Hasil dari kegiatan ini seluruh peserta bersemangat dan dapat menggunakan metode TPR dengan baik

BKD September Genap

BAP, Nilai, Daftar Hadi

Secondary School Students' Readiness for Autonomous English Learning in West Java

Autonomous English learning grows student’s ability to take responsibility for their own English learning process. The level of student’s awareness of learning English independently is still uneven. Some students’ are ready to learn English independently, whereas others still depend too much on the role of an EFL teacher. Regarding this condition, the study was interested in discovering the secondary school students’ readiness for autonomous English learning in West Java. This study used a quantitative research methodology and a survey as the research tool. Secondary school students from various West Javan schools participated in this study. The data was gathered through a questionnaire. The findings revealed that the students believed that teachers are in charge of almost every aspect of the English learning process. Further, most students are ready enough to learn English independently. Also, students’ have a plan for learning English based on their willingness. The result indicated the teacher had to start applying learning autonomy and encouraging student autonomy in English learning