Whole-Language Approach: Improve the Speaking Ability at Early years School Level

The purpose of this study was to find out the information whether the whole language ap-proach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93

Efektivitas Pengembangan Karakter melalui Fun Garden of Literacy Bagi Anak Usia 7 Tahun

Untuk meningkatkan budaya literasi, dibutuhkan model pembelajaran Literasi yang menyenangkan. Penelitian ini bertujuan untuk menguji efektivitas mengembangkan konsep Fun Garden of Literacy yang ramah bagi siswa sekolah dasar. Melalui Fun Garden of Literacy digunakan untuk mengembangan literasi siswa. Penelitian ini menggunakan metode penelitian eksperimental dengan desain pretest-posttest. Sampel dalam penelitian ini berjumlah 100 siswa. Penentuan sampel menggunakan simple random sampling. Teknik pengumpulan data adalah tes dan observasi. Teknik analisis data adalah statistik deskriptif dan uji-t (uji-t). Temuan perhitungan menunjukkan bahwa hasil t adalah 4,53 dengan tingkat signifikansi 0,002, yang lebih kecil dari 0,05. Hasil penelitian menunjukkan ada perbedaan dalam hasil tes sebelum dan sesudah diberikan Fun Garden of Literacy. Berdasarkan hasil penelitian menunjukkan bahwa Fun Garden of Literacy efektif dalam meningkatkan keterampilan baca tulis siswa sekolah dasar. Fun Garden of Literacy dapat menumbuhkan minat baca anak

LEARNING WRITING IN PRIMARY SCHOOL (Qualitative Study- Ethnography in SD Islam Jerapah Kecil Jakarta Timur)

The aims of this study is to determine the understanding of the application of learning to writing inIslamic Primary School Jerapah Kecil. This study is a qualitative study using ethnographicmethods by Spredly models. This study was conducted in March-July 2013. The results of thisstudy indicate that the teaching of writing in Islamic Primary School jerapah kecil has a uniqueassociated with writing learning objectives, which expects students have writing skills through thepractice of writing contextually and directing the students how student happy and loved to writing.Through writing activities teachers can instill a positive attitude to the students. In this study itwas found that the approach used in the teaching of writing in addition to using thecommunicative approach and whole language is also very good on student-centered learning.Writing skills of students trained through various activities at the school. Writing activitiesperformed in the morning activities, the process of learning activities and activities by schoolprogram. Writing a journal is a routine activity conducted in the morning activities in order totrain skilled student and enjoys writing. Various program activities outside of school in order tostimulate various aspects of development and potential students, including writing. Assessmentthat teachers do, not just results-oriented, but also the process. Then the aspects that not only thecognitive aspects but also aspects of the attitude or character cultivation. Utilizing a variety oflearning resources one museum as a learning resource writing to develop positive attitudes instudents through writing activities. Penelitian ini bertujuan untuk mengetahui pemahaman mengenai penerapan pembelajaran menulisdi Sekolah Dasar Islam Jerapah Kecil. Penelitian ini adalah penelitian kualitatif denganmenggunakan metode etnografi model Spredly. Penelitian ini dilaksanakan pada bulan Maret-Juli2013. Hasil penelitian ini menunjukkan bahwa pembelajaran menulis di Sekolah Dasar IslamJerapah Kecil memiliki keunikan yang berkaitan dengan tujuan pembelajaran menulis, yaitumengharapkan siswa memiliki keterampilan menulis melalui praktek menulis secara kontekstualdan lebih mengarahkan pada siswa bagaimana siswa senang dan gemar menulis. Melalui kegiatanmenulis guru dapat menanamkan sikap positif pada diri siswa. Dalam penelitian ini ditemukanbahwa pendekatan yang digunakan dalam pembelajaran menulis selain menggunakan pendekatankomunikatif dan whole language juga sangat ditekankan pada pembelajaran yang berpusat padasiswa. Keterampilan menulis siswa dilatih melalui berbagai kegiatan yang ada di sekolah.Kegiatan menulis dilakukan pada kegiatan pagi, pada proses kegiatan pembelajaran dan kegiatanprogram sekolah. Menulis jurnal merupakan kegiatan rutin yang dilakukan pada kegiatan pagidalam rangka melatih siswa terampil dan gemar menulis. Memprogramkan berbagai kegiatan diluar sekolah dalam rangka menstimulasi berbagai aspek perkembangan dan potensi siswatermasuk menulis. Penilain yang dilakukan guru tidak hanya berorientasi pada hasil tetapi jugaproses. Kemudian aspek yang dinilai tidak hanya aspek kognitif namun juga aspek sikap ataupenanaman karakter. Memanfaatkan sumber belajar yang bervariasi salah satunya museum sebagaisumber belajar menulis yang dapat mengembangkan sikap positif pada siswa melalui kegiatanmenulis

ANALISIS PENGELOLAAN SARANA PRASARANA ASESMEN NASIONAL BERBASIS KOMPUTER (ANBK) TAHUN 2023 DI SD NEGERI KABUPATEN BOGOR

The preparation for the Computer-Based National Assessment (ANBK) in primary schools is a crucial undertaking that relies on adequate infrastructure, technology, and personnel. ANBK is a nationwide program introduced to replace the National Examination (UN) and assess students comprehensively in Indonesia. This study discusses the challenges and solutions in ensuring the readiness of primary schools for ANBK, particularly regarding facilities, technology, and human resources. It addresses the classification of schools based on their technology readiness and emphasizes the importance of management, training, and government support in this transition. With over 64% of schools not meeting the ANBK requirements, careful planning, budget allocation, procurement, and training are essential steps for successful implementation. The success of ANBK in primary schools hinges on efficient management and collaboration between educators, administrators, and technicians. Bridging the digital divide and ensuring equal access to technology also remains a priority in this context

ANALISIS PENGELOLAAN SARANA PRASARANA ASESMEN NASIONAL BERBASIS KOMPUTER (ANBK) TAHUN 2023 DI SD NEGERI KABUPATEN BOGOR

The preparation for the Computer-Based National Assessment (ANBK) in primary schools is a crucial undertaking that relies on adequate infrastructure, technology, and personnel. ANBK is a nationwide program introduced to replace the National Examination (UN) and assess students comprehensively in Indonesia. This study discusses the challenges and solutions in ensuring the readiness of primary schools for ANBK, particularly regarding facilities, technology, and human resources. It addresses the classification of schools based on their technology readiness and emphasizes the importance of management, training, and government support in this transition. With over 64% of schools not meeting the ANBK requirements, careful planning, budget allocation, procurement, and training are essential steps for successful implementation. The success of ANBK in primary schools hinges on efficient management and collaboration between educators, administrators, and technicians. Bridging the digital divide and ensuring equal access to technology also remains a priority in this context

ANALISIS KOMPETENSI PEDAGOGIK GURU DALAM MELAKSANAKAN PEMBELAJARAN BERBASIS LITERASI MEMBACA PADA KURIKULUM MERDEKA

Penelitian ini bertujuan untuk menggambarkan kompetensi pedagogik guru dalam melaksanakan pembelajaran literasi membaca pada kurikulum merdeka jenjang satuan pendidikan sekolah dasar.  Kompetensi pedagogik yang dimaksud merupakan kemampuan guru dalam pengelolaan pembelajaran siswa yang meliputi pemahaman wawasan atau landasan kependidikan (kemampuan mengelola pembelajaran), pemahaman terhadap peserta didik, perancangan pembelajaran berbasis literasi membaca, pelaksanaan pembelajaran berbasis literasi membaca, pemanfaatan teknologi pembelajaran, evaluasi hasil belajar dan pengembangan peserta didik untuk mengaktualisasikan potensi yang dimilikinya. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Dimana penelitian ini dilakukan di 3 sekolah dasar yang telah melaksanakan kurikulum merdeka di kota sukabumi. Peneliti menggunakan analisis data model Miles dan Huberman yang meliputi tiga tahapan yaitu reduksi data, display data dan penarikan kesimpulan. Penelitian ini menggunakan uji kredibilitas untuk menguji keabsahan data. Hasil Penelitian menunjukkan bahwa kompetensi pedagogik guru SD pada pembelajaran berbasis literasi membaca di kurikulum merdeka dari tahap perencanaan pembelajaran, pelaksanaan pembelajaran berbasis literasi membaca dan evaluasi pembelajaran di Sekolah Penggerak Kota Sukabumi memiliki nilai rata-rata total yaitu 1,67 dengan kriteria sangat kompeten. Artinya bahwa guru memiliki kompetensi pedagogic yang sangat kompeten dalam melaksanakan pembelajaran berbasis literasi membaca pada Kurikulum Merdeka Kata Kunci: Kompetensi Pedagogik, Literasi Membaca, Kurikulum Merdek

Analisa Kebutuhan Pengembangan Media Interaktif Berbasis Quizizz dengan Pendekatan Whole Language di Sekolah Dasar

Penelitian ini bertujuan untuk mengetahui Analisa kebutuhan dalam mengembangkan media interaktif berbasis Quizizz dalam pembelajaran bahasa Indonesia di Sekolah Dasar dengan pendekatan whole language. Pengembangan diawali dengan analisis kebutuhan siswa dan guru terhadap media interaktif pada pembelajaran Bahasa Indonesia. Metode penelitian menggunakan pendekatan penelitian dan pengembangan atau Research and Development (R&D) dengan menggunakan pendekatan model ADDIE yang memiliki lima langkah pengembangan meliputi analysis, design, development or production, implementation dan evaluations. Tempat penelitian dilakukan di SDN Pulogebang 11 Jakarta Timur. Sasaran penelitian pada analisia kebutuhan ini adalah 8 orang guru fase C dan 30 siswa fase C yang dipilih secara random. dan guru kelas fase C. Pengumpulan data dilakukan dengan kuesioner dan observasi. Hasil analisis kebutuhan penelitian ini menunjukkan bahwa perlunya pengembangan media interaktif berbasis Quizizz dalam pembelajaran bahasa Indonesia di Sekolah Dasar dengan pendekatan whole language

ANALISIS KOMPETENSI PEDAGOGIK GURU DALAM MELAKSANAKAN PEMBELAJARAN BERBASIS LITERASI MEMBACA PADA KURIKULUM MERDEKA

Penelitian ini bertujuan untuk menggambarkan kompetensi pedagogik guru dalam melaksanakan pembelajaran literasi membaca pada kurikulum merdeka jenjang satuan pendidikan sekolah dasar.  Kompetensi pedagogik yang dimaksud merupakan kemampuan guru dalam pengelolaan pembelajaran siswa yang meliputi pemahaman wawasan atau landasan kependidikan (kemampuan mengelola pembelajaran), pemahaman terhadap peserta didik, perancangan pembelajaran berbasis literasi membaca, pelaksanaan pembelajaran berbasis literasi membaca, pemanfaatan teknologi pembelajaran, evaluasi hasil belajar dan pengembangan peserta didik untuk mengaktualisasikan potensi yang dimilikinya. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Dimana penelitian ini dilakukan di 3 sekolah dasar yang telah melaksanakan kurikulum merdeka di kota sukabumi. Peneliti menggunakan analisis data model Miles dan Huberman yang meliputi tiga tahapan yaitu reduksi data, display data dan penarikan kesimpulan. Penelitian ini menggunakan uji kredibilitas untuk menguji keabsahan data. Hasil Penelitian menunjukkan bahwa kompetensi pedagogik guru SD pada pembelajaran berbasis literasi membaca di kurikulum merdeka dari tahap perencanaan pembelajaran, pelaksanaan pembelajaran berbasis literasi membaca dan evaluasi pembelajaran di Sekolah Penggerak Kota Sukabumi memiliki nilai rata-rata total yaitu 1,67 dengan kriteria sangat kompeten. Artinya bahwa guru memiliki kompetensi pedagogic yang sangat kompeten dalam melaksanakan pembelajaran berbasis literasi membaca pada Kurikulum Merdeka Kata Kunci: Kompetensi Pedagogik, Literasi Membaca, Kurikulum Merdek

PELUANG DAN TANTANGAN IMPLEMENTASI PROJECT PENGUATAN PROFIL PELAJAR PANCASILA (P5) DI TINGKAT SEKOLAH DASAR: BEST PRACTICE

The purpose of this Best Practice is to provide an overview of the opportunities and challenges experienced by teachers during the implementation of the Projek Penguatan Profil Pelajar Pancasila (P5). The research method used is descriptive narrative through in-depth interviews with two experienced primary school teachers who have been implementing P5 for two years. From the best practices, it can be concluded that the implementation of the P5 has the potential to provide a more focused character development program, strengthen the school program, enhance collaboration among teachers, and improve students' performance in terms of independence and creativity. The challenges faced in the implementation of P5 include the sources of reference for P5 activity design and its management

DAMPAK PERMAINAN TRADISIONAL CONGKLAK TERHADAP KEMAMPUAN LITERASI NUMERASI SISWA

Play is a fun activity that students often do and can explore and hone their abilities. Traditional games are one of the learning approaches that contain educational values and can help students improve the development of all aspects, including literacy skills. This study aimed to find information related to the impact of traditional congklak games on students' numeracy literacy skills. The research approach uses qualitative with a case study method. Data was collected through direct observation and questionnaires filled directly by students according to research data needs. The study subjects were 60 students of grade III of Amaliah Elementary School in the odd semester of the 2023/2024 academic year. Research results on the impact of traditional congklak games on students' numeracy literacy ability obtained maximum scores with two indicators: the ability to think systematically and rationally in solving mathematical problems, and the ability of students' numeracy literacy in solving mathematical problems. The traditional game of congklak used by teachers in mathematics learning has a positive impact on improving students' numeracy literacy skills