1,720,965 research outputs found
Pengajaran Kosakata Bahasa Inggris Melalui Active Learning
Full text linkThis study was focused on the progressive in increasing the quality of students’ vocabulary mastery based on the specific tpics such as color, type of food and beverage, human body, and family members. The material was conveyed through the implementation of Active Learning in the first Grade students of SDN Mulyasari 1, Bandung. This research was conducted into two cycles. The results obtained in the first activity cycle consisted of the teachers’ activities in implementing active learning was about 80% and the amount of class athmosphere was 65.25%. Meanwhile, the evaluation of student learning activities on the assignment sheet reached the average 7.74, 8.78 formative test, and analysis of the vocabulary teaching reached 75%. Meanwhile, in the second cycle, the results obtained by teachers’ activity was 90% and 89.25% for class atmosphere. The average value obtained by students during the assignment sheet is 8.06, the average value of formative test reached 8.96, and the analysis of vocabulary teaching was 85%. Based on the results above, it was clear that the implementation of active learning in mastering English vocabulary would help students in remembering or even mastering that vocabulary. This achievement was inseparable from the use of instructional media and attractive teaching methods for learners
Teaching English vocabulary throuh active learning: classroom action research on English lesson at grade one of SDN Mulyasari 1 Bandung
Full text linkThe objective of this research is to improve the quality of learning English vocabulary with the topics of colors, food and drink, parts of the body, and family through Active Learning at grade one (class 1b) of the SDN Mulyasari 1, Bandung. This research is implemented by using cycle process method, namely cycle I and cycle II.
The result of this research indicated that cycle I comprises of the teacher’s activity in the implementation of Active Learning as much as 80% and classroom atmosphere as much as 65.25%. The result achieved by the students as much as 7.74 for the average of worksheet, 8.78 for the formative test, and 75% for the result of teaching English vocabulary analyses.
In cycle II, teacher’s activity in the implementation of Active Learning in the amount of as much as 90% and classroom atmosphere as much as 89.25%. The result achieved by the students as much as 8.06 for the average of worksheet, 8.96 for the formative test, and 85% for the result of teaching English vocabulary analyses.
In this case, it is obvious that the utility of Active Learning in the study of English vocabulary will help students’ learning activity in memorizing even mastering vocabulary. The study is carried out by using media finding in daily activity and the method attracts students.
The implication of the research result is hoped that Active Learning improves quality of learning English vocabulary at grade one of the SDN Mulyasari 1, Bandung
Pengajaran Kosakata Bahasa Inggris Melalui Active Learning: Pengajaran Kosakata Bahasa Inggris Melalui Active Learning
No full textThis study was focused on the progressive in increasing the quality of students’ vocabulary mastery based on the specific tpics such as color, type of food and beverage, human body, and family members. The material was conveyed through the implementation of Active Learning in the first Grade students of SDN Mulyasari 1, Bandung. This research was conducted into two cycles. The results obtained in the first activity cycle consisted of the teachers’ activities in implementing active learning was about 80% and the amount of class athmosphere was 65.25%. Meanwhile, the evaluation of student learning activities on the assignment sheet reached the average 7.74, 8.78 formative test, and analysis of the vocabulary teaching reached 75%. Meanwhile, in the second cycle, the results obtained by teachers’ activity was 90% and 89.25% for class atmosphere. The average value obtained by students during the assignment sheet is 8.06, the average value of formative test reached 8.96, and the analysis of vocabulary teaching was 85%. Based on the results above, it was clear that the implementation of active learning in mastering English vocabulary would help students in remembering or even mastering that vocabulary. This achievement was inseparable from the use of instructional media and attractive teaching methods for learners
Implementasi Delapan Prinsip The-C Wheel Pada Pembelajaran Bahasa Inggris Berbasis Modul Bahasa Arab di Madrasah Diniyah Takmiliyah Al-Khoeriyyah
Full text linkThis community service program was initiated to respond to the needs of Madrasah Diniyah Takmiliyah Al-Khoeriyyah in Desa Linggaraja, a 3T (underdeveloped, frontier, and outermost) area where access to quality English education is limited. The main issue faced by the partner was the absence of English instruction due to curriculum constraints and a lack of qualified teachers. Parents expressed concern over their children's struggles with English at the secondary level. To address this, the program aimed to develop an English learning module integrated with the existing Arabic curriculum by implementing the eight principles of The-C Wheel: context, connection, coherence, challenge, curiosity, care, community, and creativity. The methods included institutional analysis, module development based on daily-used Arabic materials, teacher assistance using Google Translate, classroom teaching by the service team, and guided teaching simulations. Results indicated improved teacher engagement, increased student enthusiasm, and the successful creation of a copyrighted English module. In conclusion, the program effectively enhanced English instruction in a religious-based educational setting and is expected to serve as a replicable model for similar institutions in rural areas.Program pengabdian kepada masyarakat ini dilaksanakan untuk menjawab kebutuhan Madrasah Diniyah Takmiliyah Al-Khoeriyyah yang terletak di Desa Linggaraja, sebuah daerah 3T (tertinggal, terdepan, dan terluar) yang memiliki keterbatasan akses terhadap pendidikan Bahasa Inggris yang berkualitas. Permasalahan utama yang dihadapi mitra adalah tidak adanya pembelajaran Bahasa Inggris akibat keterbatasan kurikulum dan kurangnya tenaga pengajar yang kompeten. Para orang tua mengungkapkan kekhawatiran mereka terhadap kesulitan anak-anak dalam mengikuti pelajaran Bahasa Inggris di jenjang pendidikan yang lebih tinggi. Untuk mengatasi hal tersebut, program ini bertujuan mengembangkan modul pembelajaran Bahasa Inggris yang terintegrasi dengan kurikulum Bahasa Arab yang sudah ada, dengan menerapkan delapan prinsip The-C Wheel: konteks, keterkaitan, koherensi, tantangan, rasa ingin tahu, kepedulian, komunitas, dan kreativitas. Metode pelaksanaan mencakup analisis lembaga, pengembangan modul berbasis materi Bahasa Arab sehari-hari, pelatihan guru menggunakan Google Translate, pengajaran di kelas oleh tim pengabdi, serta simulasi pengajaran oleh guru. Hasil menunjukkan peningkatan keterlibatan guru, antusiasme siswa yang lebih tinggi, dan terciptanya modul Bahasa Inggris yang telah memiliki hak cipta. Kesimpulannya, program ini berhasil meningkatkan pembelajaran Bahasa Inggris dalam lingkungan pendidikan berbasis agama dan berpotensi menjadi model yang dapat diterapkan di lembaga serupa di daerah pedesaan
Sosialisasi English for Young Learners (EYL) bagi Guru Sekolah Dasar di Gugus II Kecamatan Ciamis
Full text linkPerubahan Kurikulum membuat mata pelajaran Bahasa Inggris di Sekolah Dasar berubah dari muatan lokal menjadi program ektrakurikuler. Berdasarkan data pra-observasi, di Kecamatan Ciamis pengajaran Bahasa Inggris mengalami beberapa kendala seperti kualifikasi guru yang bukan Sarjana Pendidikan Bahasa Inggris, pengunaan teknik serta metode mengajar Bahasa Inggris yang monoton dan menjenuhkan, kurangnya sumber ajar, serta tidak adanya pelatihan dan pembinaan pengajaran Bahasa Inggris bagi pembelajar anak. Melihat berbagai permasalahan tersebut maka penulis melakukan pengabdian kepada masyarakat dengan memberikan pelatihan pengajaran Bahasa Inggris dan Forum Group Discussion (FGD) bagi guru-guru Sekolah Dasar di Kecamatan Ciamis. Hasil pengabdian ini menunjukan bahwa guru memiliki motivasi yang baik dalam meningkatkan kompetensi mereka dalam pengajaran Bahasa Inggris, pemahaman mereka terhadap karakteristik pembelajar anak juga meningkat, serta adanya peningkatan kemampuan guru untuk menciptakan pengajaran yang bermakna dan menyenangkan.Kata kunci: Pengajaran, Bahasa Inggris, Sekolah Dasar Socialization of English for Young Learners (EYL) for Elementary School Teachers in Cluster II Ciamis Kecamatan District ABSTRACTThe change of curriculum makes English subjects in Elementary School move from local content to the extracurricular program. Based on pre-observation data, there are some obstacles face by the teacher in teaching English to young learners in Ciamis. Those are the unqualified English teachers, the monotonous of teaching techniques and methods, the lack of using teaching sources, and the unavailable of EYL workshops. Therefore, to solve those problems the author conducted a community service in the form of the EYL workshop and FGD.  The community service makes the teachers' motivation to improve their competency in English language teaching increase. Besides, their understanding of the characteristics of children and their ability to create meaningful and interesting teaching also increase.Keywords: Teaching, English, Elemntary Schoo
PELATIHAN MENYELESAIKAN SOAL-SOAL STRUCTURE AND WRITTEN EXPRESSION BEREKUIVALENSI TOEFL: PELATIHAN MENYELESAIKAN SOAL-SOAL STRUCTURE AND WRITTEN EXPRESSION BEREKUIVALENSI TOEFL
No full textABSTRAKKegiatan pengabdian ini merupakan program lanjutan sebagai bentuk penyempurnaan pemahamansiswa SMA di Desa Linggaraja Kabupaten Tasikmalaya terhadap strategi mengerjakan soal-soal TOEFL.solihati, dkk (2018) menunjukkan pembekalan pemahaman yang cukup baik pada siswa tersebut ketikamengerjakan soal menyimak, dengan nilai rata-rata pre-test 24,7 dan 67,4 untuk rata-rata nilai post-test.Dengan kondisi demograpi Desa Linggaraja yang termasuk Desa 3T (Terluar, Terdepan, dan Terpencil)menjadikan permsaalahan pendidikan muncul. Terbatasnya akses sekolah dan rendahnya kondisiinfrastruktur menyebabkan tingginya angka putus sekolah. Sehingga 20 siswa yang melanjutkan studi kejenjang SMA harus berbekal kompetensi yang unggul, salah satunya adalah kemampuan berbahasa Inggris.Pelatihan menyelesaikan soal structure and written expression dikemas dengan 15 pertemuanpembelajaran, yang diawali dan diakhiri dengan kegiatan tes sebagai evaluasi pemahaman siswa. Adapunmetode yang digunakan ketika pembelajaran adalah ceramah, diskusi, dan latihan. Adapun hasil evaluasiyang dilakukan menunjukkan rata-rata nilai 25,30 pada saat pre-test dan 70,00 pada saat post-test. Sesuaidengan program yang dirancang, berikutnya siswa yang sama akan memperoleh pembekalan untuk soalsoalmembaca berekuivalensi TOEFL
MENGENALI SOAL-SOAL READING COMPREHENSION BEREKUIVALENSI TOEFL DAN STRATEGI MENGERJAKANNYA
Full text linkBerpijak pada kegiatan pengabdian masyarakat yang sudah diselenggarakan sebelumnya (listeningdan structure and written expression), kegiatan ini merupakan rangkaian akhir kegiatan sebagai upayapenyempurnaan pemahaman siswa SMA di Desa Linggaraja Kabupaten Tasikmalaya terhadap tes TOEFL.Kegiatan ini dikemas dalam bentuk pelatihan dengan beragam kegiatan di dalamnya. Hal itu meliputi pretest,ceramah, diskusi, latihan, post-test, dan refleksi kegiatan. Perbandingan rata-rata jumlah jawaban yangbenar dai 50 butir soal yang disediakan adalah 15:25. Artinya ada peningkatan rata-rata nilai yang diperoleh,perbandingannya sebesar 30:50. Secara implementasi materi masih cenderung sulit, karena kendala terbesarsebetulnya adalah penguasaan kosakata. Namun jika dirasakan dari seluruh rangkaian kegiatan ceramah,diskusi, dan latihan seluruh peserta sudah menunjukkan upaya yang sangat optimal. Pada penggalianrefleksi kegiatan seluruh peserta menyatakaan kegiatan ini bermanfaat, mampu mengingat materi yangdiajarkan, dan sudah memahami teknik apa yang seharusnya dilakukan ketika mengerjakan soal readingcomprehension
DEVELOPING MAGIC ROUND TO TEACH INTERROGATIVE SENTENCES
Full text linkVocabulary mastery and sentence structure are often considered to be the most challenging things in mastering English. Besides, both teacher and students are often bored on how they are explained and understood. Thus, keeping students’ motivation in learning vocabulary and sentence structure needs more effort as it should be more than just teachers’ attendance and explanation. Choosing a proper teaching media can be one of the solutions. This research aims to produce Magic Round as one of the choices for teaching interrogative sentences. It was developed through Research and Development (R&D) by implementing several steps, including preliminary studies, research planning, product design, product validation, product trial, and producing final product. Validity was assessed by both technological and material experts. Those reached 90% and 92%. The usefulness and feasibility were taken by the user and observer. Those gained 91% and 91%. In conclusion, this media is quiet appropriate to be used in teaching English interrogative sentences
PENGENALAN MAGIC ROUND UNTUK PEMBELAJARAN TENSES DALAM KALIMAT VERBAL AFFIRMATIVE BAGI GURU SMA/SEDERAJAT DI PKBM JATIWARAS TASIKMALAYA: PENGENALAN MAGIC ROUND UNTUK PEMBELAJARAN TENSES DALAM KALIMAT VERBAL AFFIRMATIVE BAGI GURU SMA/SEDERAJAT DI PKBM JATIWARAS TASIKMALAYA
No full textABSTRAKKegiatan ini merupakan pengabdian pada masyarakat dengan skema penerapan teknologi tepat guna.Media magic round yang diperkenalkan merupakan hasil penelitian pengembangan yang telahdilaksanakan..Solihati, dkk (2018) telah menunjukkan perbandingan nilai pre-test dan post-test sebesar 24,7da 67,4 pada siswa SMA. Hal ini menjadi pijakan yang kuat untuk memperkenalkan media kepada gurusebagai fasilitator pembelajaran di kelas. Dengan menggunakan metode diskusi, ceramah, tanya jawab,simulasi, dan demonstrasi kegiatan ini memperoleh nilai 85% yang diperoleh berdasarkan angket responyang diisi oleh guru. Adapun jumlah guru yang mengikuti kegiatan ini adalah sebanyak 14 orang dari 9sekolah SMA/sederajat di wilayah PKBM Jatiwaras. Presentase yang diperoleh menunjukkan apresiasi danpenerimaan yang baik terhadap media yang dikembangkan. Saat ini guru sudah termotivasi untukmengemas kegiatan pembelajaran yang lebih kreatif dan menyenangkan. Begitu juga manfaat yangdiperoleh adalah bertambahnya referensi media pembelajaran yang dapat digunakan untuk pengajaranBahasa Inggris terutama pada pembahasan tenses
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