Jurnal Mahasiswa IKIP Siliwangi
Not a member yet
6108 research outputs found
Sort by
Figurative Language in Ten British Council Learnenglish Kids’ Stories
No full textFigurative language are exposed in British Council LearnEnglish Kids stories. The use of figurative language in the stories required interpretation to understand its literal meaning. Ten stories of British Council LearnEnglish Kids were chosen to be analysed. The objective is to interpret the figurative language into the literal meanings, aiding young readers’ understanding. Descriptive qualitative as a method to write the findings and document analysis as an approach to analyse the data were employed to address the research question. In total, twenty-six figurative language were found in ten printed British Council LearnEnglish Kids stories. Limited figurative language was found since the authors mostly used a direct language to avoid confusion. The figurative language found were eighteen personifications, six hyperboles, one irony, and one apostrophe. Personification is the predominant type of figurative language. This study contributes to help readers, particularly young readers to understand the figurative language available in the stories provided by British Council LearnEnglish Kids website
Preserving Cultural Words: Direct Translation Applied in Relay Translation of Folklore
No full textTranslating cultural word has become the phenomenal issues in translation. Many researches have focused on finding the accurate strategy to translate it. This study discussed the specific strategy that the translator can use to preserve the cultural words in the translation text especially in relay translation. It aims to see the ideological aspect in translation that is essential for evaluating discrepancies in cultural contexts. The descriptive qualitative research is employed on this research to analyze the cultural words and direct translation technique in the Anthology of Batu Bara Folklore. It consists three languages such as Malay, Bahasa Indonesia, and English that was translated using relay translation technique. The results showed that there are 108 cultural words found in the data. It is divided into 52 data (48%) of material culture, 30 data (28%) of social organization, 18 data (17%) of ecology, 4 data (4%) of social culture and gestures habits. Moreover, there are 98 data that use direct translation in the translation from Malay into Bahasa Indonesia and 88 data that use the same technique in Bahasa Indonesia into English text. It can be concluded there are more than 80% data that the meaning is being preserved by the translator
English Students’ Learning Motivation in Rural Senior High School
No full textThis research investigates the underlying reasons why grade XI students at MA NWDI Lepak, a senior high school in rural East Lombok Regency, are motivated to learn English. Data were collected through semi-structured interviews and document analysis using a qualitative approach with case studies. The theme analysis method developed by Braun and Clarke (2006) was used to analyze this study. The results show that students' learning motivation is influenced by two main factors: (1) students' sociocultural and identity factors, such as support from teachers, peers, and perceptions of English in the community; and (2) strong future goals, such as career aspirations and educational expectations, which are the main drivers of their motivation. These results support socio-cultural identity theory and potential-based achievement goal theory, which emphasize that students' motivation is influenced by their thoughts about their future potential in their social and cultural contexts. It is hoped that this research will help teachers, schools and policy makers create effective and contextualized English learning strategies for students in rural areas
Complex Narrative Tasks and Students’ Perspectives in Building EFL Communication Habits
No full textThis study explores how complex narrative tasks implemented within the Task-Based Language Teaching (TBLT) framework building communication habits among EFL students in a senior high school in Jakarta. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews with students and their English teacher. The analysis revealed four major complexities: vocabulary limitations, grammatical inaccuracies, pronunciation issues, and emotional barriers such as anxiety and low confidence. Despite these challenges, students reflected positively on narrative-based TBLT activities, reporting improvement in vocabulary mastery, pronunciation, and understanding of narrative structure, along with increased confidence and motivation. The findings indicate that consistent engagement in complex narrative tasks not only develops linguistic accuracy and fluency but also encourages reflective and sustainable communication habits. This study highlights the pedagogical value of integrating narrative-based TBLT in EFL speaking classrooms and suggests that teachers design staged tasks with sufficient scaffolding to balance linguistic, cognitive, and affective demands
English Speaking Material Development for Hospitality Students at A Vocational High School in Palangka Raya
No full textTo meet the increasing demand for skilled human resources in the hospitality industry, English-speaking skills are essential for effective workplace communication. At SMK Negeri 3 Palangka Raya, a lack of English for Specific Purposes (ESP) materials tailored to the learning needs of eleventh-grade Hospitality Program students has led to difficulties in speaking proficiency. The study aimed to develop English-speaking materials specifically designed for the hospitality field. Using a Research and Development (R&D) approach guided by the ADDIE model and TPACK framework, data were collected through questionnaires, interviews, and document analysis. In addition, the materials were informed by relevant learning theories to address students’ needs. The resulting handbook features thematic hospitality dialogues, peer discussion sections, lesson recaps, audio listening practice, vocabulary and pronunciation exercises, multiple-choice comprehension questions, and roleplay-based speaking activities. Expert validations rated the handbook as “Very Feasible,” while student feedback indicated positive engagement, increased speaking confidence, and improved communicative competence. The findings suggest that the handbook bridges the gap between a general English textbook and the practical workplace needs, offering a more interactive and profession-oriented learning experience. Broader classroom application, long-term trials, and multimodal enhancements are recommended for further development
Pre-service English Teacher’s Challenges in Public Speaking
No full textThis study aims is to identify public speaking challenges which are mostly faced by pre-service English teacher’s at FKIP Universitas Riau during the English Students Conference (ESC). The ESC, which is part of the public speaking course aims to assess students' speaking skills in formal, academic settings.The method used was quantitative descriptive research, with data collected from 32 seventh-semester students through a validated questionnaire containing 40 items. Internal factors included linguistic and psychological aspects, while the learning environment included external aspects. The results of this study indicate that anxiety is the most common challenge, at a high level, while vocabulary was the highest challenge in linguistic aspects. Other psychological challenges were at a moderate level, such as lack of motivation, shyness, fear of making mistakes, and lack of self-confidence. Fluency, grammar, pronunciation, and comprehension are linguistic issues that are also at moderate level. External factors show minimal impact, with the lowest score coming from an unsupportive classroom environment and peers. In conclusion, psychological factors, especially anxiety, are the main challenges to effective public speaking performance. This highlights the need for targeted strategies focusing on anxiety management, building self-confidence, and creating a supportive learning environment
SUSTAINABILITY-IN-ACTION: IMPLEMENTASI CHSE PADA RANTAI NILAI WISATA DESA OLEH PEMUDA KARANG TARUNA
No full textPenelitian ini mengkaji bagaimana prinsip Clean, Health, Safety, and Environmental Sustainability (CHSE) dioperasionalisasikan sepanjang rantai nilai (value chain) wisata desa melalui kepeloporan pemuda di Desa Pager Wangi. Menggunakan desain kualitatif—studi kasus deskriptif—data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, FGD, serta telaah dokumen program. Analisis dilakukan dengan thematic analysis (pengodean terbuka–aksial) dan pemetaan rantai nilai (hulu–hilir) untuk memeriksa titik sentuh CHSE pada proses kurasi produk, layanan, dan pengalaman pengunjung. Hasil menunjukkan lima temuan utama: (1) standardisasi kebersihan dan sanitasi yang terukur (SOP, checklist, rotasi tugas) meningkatkan konsistensi layanan; (2) health literacy aktor lokal menumbuhkan disiplin etik pelayanan dan komunikasi risiko; (3) sistem keamanan berbasis komunitas (identifikasi bahaya, wayfinding, P3K, incident log) menurunkan service failure; (4) tata kelola lingkungan menyeimbangkan nilai ekonomi–ekologi melalui penataan sampah, pembatasan daya dukung, dan substitusi material; (5) orkestrasi pemuda atas rantai nilai (dari pemasok hingga after-visit care) mempercepat pembelajaran organisasi, keterlibatan UMKM, dan spillover manfaat ekonomi. Diskusi menautkan praktik ini dengan kerangka CBT (Community-Based Tourism), triple bottom line, dan pedoman global pariwisata pascapandemi. Artikel menutup dengan implikasi kebijakan dan riset, termasuk metrik keberlanjutan operasional, visitor journey analytics, serta tata kelola kemitraan publik-komunita
Hubungan pola asuh permisif dengan perkembangan psikososial peserta didik kelas V di Sekolah Dasar
No full textAbstract
This study aims to explore the relationship between permissive parenting and the psychosocial development of fifth-grade students at SDN Anaka. The research employs a correlational method with Spearman's test to measure the relationship between the independent variable (permissive parenting) and the dependent variable (psychosocial development). Data were collected using questionnaires distributed to 35 parents and students, selected through purposive sampling. The results indicate a significant and strong relationship between permissive parenting and psychosocial development, with a Spearman correlation coefficient of 0.946 at a 99% confidence level (p < 0.01). Linear regression analysis revealed that an increase of one unit in permissive parenting improves psychosocial development scores by 1.167 units. This study highlights the importance of appropriately applied permissive parenting in supporting children's psychosocial development, particularly in fostering responsibility, self-confidence, and tolerance. These findings provide insights for parents, educators, and policymakers to improve parenting strategies to optimize child development.
Keywords: permissive parenting, psychosocial development, students.
Abstrak
Penelitian ini bertujuan untuk mengeksplorasi hubungan antara pola asuh permisif dengan perkembangan psikososial peserta didik kelas V di SDN Anaka. Penelitian ini menggunakan metode korelasional dengan uji Spearman untuk mengukur hubungan antara variabel independen (pola asuh permisif) dan variabel dependen (perkembangan psikososial). Data diperoleh melalui angket yang diberikan kepada 35 orang tua dan peserta didik, yang dipilih menggunakan teknik purposive sampling. Hasil penelitian menunjukkan bahwa pola asuh permisif memiliki hubungan yang sangat kuat dan signifikan dengan perkembangan psikososial peserta didik, dengan koefisien korelasi sebesar 0,946 pada tingkat kepercayaan 99% (p < 0,01). Analisis regresi linear menunjukkan bahwa peningkatan satu unit pada pola asuh permisif dapat meningkatkan skor perkembangan psikososial sebesar 1,167 unit. Penelitian ini menegaskan pentingnya penerapan pola asuh permisif secara tepat untuk mendukung perkembangan psikososial anak, khususnya pada aspek tanggung jawab, kepercayaan diri, dan toleransi. Hasil ini diharapkan menjadi panduan bagi orang tua, pendidik, dan pembuat kebijakan untuk memperbaiki strategi pengasuhan demi mendukung perkembangan anak secara optimal.
Kata Kunci: pola asuh permisif, perkembangan psikososial, peserta didik.  
Implementasi model problem based learning dengan KODIGORO terhadap hasil belajar Pendidikan Pancasila di Kelas IV SDN 2 Keling Jepara
No full textThis study aims to examine the implementation of the Problem Based Learning (PBL) model assisted by KODIGORO digital comic media in improving learning outcomes for Pancasila Education in grade IV students of SDN 2 Keling. The background of the study was the low learning outcomes of students in the pre-study due to the inappropriateness of the learning model and media used. PBL was chosen because it is student-centered and encourages solving real problems, while KODIGORO digital comics are considered effective in conveying the values of mutual cooperation in an interesting and easy-to-understand manner. The research method uses a quantitative approach with a one-group pre-test post-test design. Data collection techniques include observation, interviews, tests, and documentation, and are analyzed using normality, homogeneity, and N-gain tests. The results of the study showed an increase in learning outcomes in all indicators, especially in understanding and applying the values of mutual cooperation. The implications of this study indicate that the use of the PBL model combined with the digital comic KODIGORO can be an effective alternative learning strategy to improve learning outcomes and internalize Pancasila values from an early age, particularly the value of mutual cooperation. This model is recommended for wider application in Pancasila Education learning at the elementary school level.
Keywords: PBL Model, KODIGORO Game Media, and Learning Outcome
Meningkatkan Kemampuan Kolaborasi Melalui Pembelajaran Berbasis Proyek Untuk Anak Kelompok B
No full textKemampuan kolaborasi merupakan kemampuan abad 21st learning and innovation skills yang penting untuk distimulasi sejak anak usia dini, namun kemampuan kolaborasi anak kelompok B pada salah satu PAUD yang peneliti temukan masih rendah, dikarenakan pembelajaran dominan menggunakan Lembar Kerja Anak (LKA) dan secara individu, sehingga dirasa perlu penggunaan pembelajaran yang lebih interaktif salah satunya pembelajaran berbasis proyek, karena dapat memberikan pengalaman belajar langsung melalui eksplorasi, bertukar pikiran dan kerjasama kelompok. Penelitian ini bertujuan untuk meningkatkan kemampuan kolaborasi anak kelompok B menggunakan pembelajaran berbasis proyek. Penelitian ini menggunakan model Penelitian Tindakan Kelas (PTK) yang dilakukan sebanyak dua siklus, masing-masing siklus meliputi perencanaan (plan), pelaksanaan (act), pengamatan atau pengumpulan data (observe) dan refleksi (reflect). Penelitian ini dilakukan dengan subjek penelitian yaitu 14 anak kelompok B. Adapun Teknik pengumpulan data yaitu menggunakan format penilaian kemampuan kolaborasi berupa lembar observasi/checklist dan analisis data menggunakan statistik deskriptif dengan rumus persentase. Berdasarkan penelitian selama dua siklus, kemampuan kolaborasi anak meningkat melalui pembelajaran berbasis proyek dengan menggunakan bahan alam dan loose parts. Pembelajaran berbasis proyek dapat meningkatkan kemampuan kolaborasi, dilihat dari peningkatan persentase keberhasilan kemampuan kolaborasi: Pra-siklus sebesar 16.6% kategori “Cukup”, Siklus I sebesar 49.9% kategori “Baik”, dan Siklus II meningkat menjadi 71.4% kategori “Sangat Baik”.
Collaboration skills are 21st century learning and inno-vation skills that are important to stimulate since early childhood, but the collaboration skills of group B children in one PAUD that researchers found were still low, because learning was dominant using Children's Worksheets (LKA) and individually, so it was deemed necessary to use more interactive learning, one of which was project-based learning, because it could provide direct learning experiences through exploration, exchanging ideas and group cooperation. This study aims to improve the collaboration skills of group B children using project-based learning. This research uses a Classroom Action Research (PTK) model conducted in two cycles, each cycle includes planning (plan), implementation (act), observation or data collection (observe) and reflection (reflect). This research was conducted with the research subjects, namely 14 children of group B. The data collection technique is to use a format for assessing the ability to collaborate in the form of an observation sheet / checklist and data analysis using descriptive statistics with a percentage formula. Based on two cycles of research, children's collaboration skills improved through project-based learning using natural materials and loose parts. Project-based learning can improve collaboration skills, seen from the increase in the percentage of success of collaboration skills: Pre-cycle was 16.6% in the "Fair" category, Cycle I was 49.9% in the "Good" category, and Cycle II increased to 71.4% in the "Very Good" category.Kemampuan kolaborasi merupakan salah satu dari kemampuan abad 21st learning and innovation skills yang penting untuk distimulasi sejak anak usia dini. Kemampuan kolaborasi anak kelompok B pada salah satu PAUD yang peneliti temukan masih rendah, dikarenakan pembelajaran dominan menggunakan Lembar Kerja Anak (LKA) dan secara individu, sehingga dirasa perlu penggunaan pembelajaran yang lebih interaktif yaitu salah satunya menggunakan pembelajaran berbasis proyek, yang dapat memberikan pengalaman belajar langsung melalui eksplorasi, bertukar pikiran dan kerja sama kelompok. Penelitian ini bertujuan untuk meningkatkan kemampuan kolaborasi anak usia kelompok B menggunakan pembelajaran berbasis proyek. Penelitian ini menggunakan model Penelitian Tindakan Kelas (PTK) yang dilakukan sebanyak dua siklus, masing-masing siklus meliputi perencanaan (plan), pelaksanaan (act), pengamatan atau pengumpulan data (observe) dan refleksi (reflect). Penelitian ini dilakukan dengan subjek penelitian yaitu 14 anak kelompok B, Teknik pengumpulan data menggunakan format penilaian kemampuan kolaborasi yaitu lembar observasi/checklist dan analisis data kuantitatif. Berdasarkan penelitian selama dua siklus, kemampuan kolaborasi anak meningkat melalui pembelajaran berbasis proyek dengan menggunakan bahan alam dan loose parts. Pembelajaran berbasis proyek dapat meningkatkan kemampuan hal ini dilihat dari peningkatan skor rata-rata anak yang pada Pra-siklus sebesar 16.6% kategori “Cukup”, Siklus I sebesar 49.9% kategori “Baik”, dan Siklus II meningkat menjadi 71.4% kategori “Sangat Baik”