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THE ENGLISH LEARNING ASSISTANCE BY PARENTS OF ELITE ELEMENTARY SCHOOL STUDENTS IN YOGYAKARTA Dinar Martia Azizah
JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i1.12190

Although previous research has revealed that parental learning assistance can support children's English language skills, only a few of these studies have been conducted in Indonesia. Therefore, the purpose of this study is to describe (1) the motivation of parents in introducing English from an early age, and (2) the manifestation of assistance in learning English by parents. This research is a case study conducted in an elite elementary school in Yogyakarta where the students have good speaking skills and achievements in English competitions. Data were collected by using an open questionnaire given to 60 parents of grade III-VI, then it was analyzed through data condensation, data presentation, and drawing conclusions. The results showed that parents introduced English from an early age because of the belief that the younger a person learns the language, the easier it is to master and the hope that mastering English can support children's education and careers in the future. The manifestation of assistance in learning English is carried out to develop listening, speaking, reading, and writing skills. Keywords: learning assistance, parents, English, elite elementary school

IMPLEMENTING PERFORMANCE-BASED FORMATIVE ASSESSMENT IN GRAMMAR CLASS DURING REMOTE TEACHING Titi Lestari; Dinar Martia Azizah
Wiralodra English Journal Vol. 5 No. 1 (2021): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v5i1.128

Language assessment is as challenging as language teaching. This idea applies more significantly in this Covid-19 pandemic situation as teachers struggle to create rich learning experiences to the learners remotely. In grammar class of higher education context, some problems have occurred especially when it comes to assessment, or, more specifically, giving appropriate tasks or tests. Observations on the writer’s online grammar class result in concerns around cheating and other barriers such as low internet connection, poor devices and unmonitored presence of students. The backwash effect of multiple-choice, standardized-like task is mostly negative. This is a Classroom Action Research proposing alternative assessment called performance-based assessment to better assess students’ grammar mastery. Online class observation, documentation and interview were employed to collect the data. Analysis model of Miles, Huberman, & Saldana (2014) is used. Performance-based assessment was implemented through some activities i.e. self-introduction paragraph, short diary, writing a message, reading short story, telling unexpected moments, and short interview. These tasks indicate to promote learners to be able to notice and apply features of grammar in communicative, natural, and realistic contexts of use.

IMPLEMENTASI PEMBELAJARAN BAHASA INGGRIS SD BERBASIS BUDAYA DI YOGYAKARTA Dinar Martia Azizah; Anesa Surya
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 1, No 1 (2017): DWIJACENDEKIA Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

Penelitian ini mendeskripsikan perencanaan, pelaksanaan, penilaian, dan hambatan pembelajaran bahasa Inggris SD berbasis budaya di Yogyakarta. Hasil penelitian diharapkan menjadi bahan kajian untuk mengembangkan kebijakan pendidikan berbasis budaya di SD.Penelitian ini merupakan penelitian studi kasus. Subjek penelitian meliputi 5 SD Negeri berbasis budaya di Yogyakarta. Pengumpulan data menggunakan observasi partisipatif, wawancara semiterstruktur, dan dokumentasi. Teknik analisis data mengacu pada teknik analisis data Milles dan Huberman (2014). Teknik keabsahan data menggunakan teknik triangulasi metode dan sumber.Hasil penelitian menunjukkan bahwa silabus dan RPP yang digunakan kurang menunjukkan adanya integrasi budaya. Indikator dan tujuan pembelajaran masih bersifat umum. Integrasi budaya yang paling sering ditemukan dalam pembelajaran adalah penanaman nilai luhur. Hal tersebut dilakukan guru melalui contoh kalimat, teks, dialog, serta pembiasaan perilaku yang mencerminkan nilai luhur. Unsur budaya artefak dan adat istiadat tidak banyak ditemukan selama proses pembelajaran. Guru telah memahami hakikat penilaian berbasis budaya, namun belum menggunakan format penilaian yang sesuai dengan buku pedoman. Hambatan yang guru temukan dalam pembelajaran antara lain kurang meratanya bimbingan teknis pendidikan berbasis budaya, belum dicantumkannya contoh integrasi budaya dalam pembelajaran di buku pedoman, belum tersedianya buku teks dan media pembelajaran bahasa Inggris berbasis budaya, serta minimnya anggaran sekolah untuk menunjang pembelajaran bahasa Inggris

THE USE OF MIMIND APP TO SUPPORT WRITING PERFORMANCE OF SECONDARY STUDENTS Titi Lestari; Hasti Robiasih; Dinar Martia Azizah; Aqidah Danar Pambudi
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.164

The present study explores how Mimind app is implemented and what strengths and challenges this app brings to the writing class of the seventh-grade students of a secondary school in Kroya. This is an Action Research involving 16 seventh grade students. Documentation, observations, and interviews were used to gain the necessary data. The collected data were analyzed using qualitative analysis model from Miles, Huberman, and Saldana (2014). The results indicate that: (1) The implementation of Mimind App in teaching learning activities was executed through the five stages of Scientific Approach and there were some activities such as giving picture, giving model text, giving individual work, group work, completing and developing a mind map, and creating a descriptive text. (2) Several strengths of using Mimind App as an online learning medium are: (a) an increase in motivation through the level of participation and activeness of students in online learning process, (b) the creation of an interesting and fun learning atmosphere for students, (c) and an increase in students writing performance, i.e., students’ writing ability. However, challenges deal with sufficient time management to explore the richly-provided features of the application.

Strategi Penguasaan Kosakata Bahasa Inggris Siswa SD Bilingual di Yogyakarta Dinar Martia Azizah
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 6, No 3 (2022): DWIJA CENDEKIA: Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

Penguasaan kosakata menjadi dasar pengembangan keterampilan menyimak, berbicara, membaca, dan menulis. Di sisi lain, hal ini menjadi salah satu kendala yang kerap dihadapi pembelajar bahasa, sehingga diperlukan strategi untuk menguasainya. Meskipun demikian, belum ada cukup penelitian mengenai strategi siswa sekolah dasar (SD) dalam menguasai kosakata bahasa Inggris. Oleh karena itu, tujuan penelitian ini adalah mendeskripsikan strategi penguasaan kosakata bahasa Inggris siswa SD Bilingual di Yogyakarta. Penelitian ini merupakan studi kasus di sebuah SD Bilingual di Yogyakarta. Teknik pengumpulan data dilakukan dengan memberikan kuesioner terbuka kepada siswa kelas III-VI berjumlah 60. Data kemudian dianalisis dengan menggunakan model analisis interaktif yakni kondensasi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa strategi penguasaan kosakata bahasa Inggris siswa SD Bilingual di Yogyakarta adalah strategi kognitif dan sosial. Strategi kognitif terdiri dari strategi menerka makna berdasarkan konteks, penggunaan kamus, mencatat, pengulangan, pengkodean, dan aktivasi. Strategi sosial diterapkan untuk menemukan arti dan mengkonsolidasikan kata setelah artinya diketahui. Implikasi dari penelitian ini adalah konsekuensi pedagogis khususnya bagi guru untuk menyesuaikan pengajarannya dengan preferensi strategi siswa dalam menguasai kosakata bahasa Inggris. Kesesuaian antara aspek pedagogis dengan preferensi strategi tersebut dapat menjadi bahan kajian bagi peneliti berikutnya.

Beliefs of Pre-Service Teachers at Elementary Teacher Education Study Program on Teaching English to Young Learners Dinar Martia Azizah
JELLT (Journal of English Language and Language Teaching) Vol 7 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v7i1.14092

Abstract Based on previous research, it was revealed that teachers in elementary schools face various obstacles in implementing Teaching English to Young Learners (TEYL). In this case, research on teachers’ beliefs is needed because everything they do in class can be reflected in their beliefs toward learning. In the meantime, there has been little research on this subject. Therefore, the aim of this research is to describe the beliefs of pre-service teachers (PST) at an elementary teacher education (ETE) study program on TEYL. This research is a case study. The data was gathered by giving an open questionnaire to PST at ETE of a private universities in Yogyakarta. 95 questionnaires were gathered and then analyzed with a symbolic interactive model that started with data condensation, data display, and data conclusion/verification. The results of the study showed that the PST at ETE has a positive perspective on TEYL because it is considered to support the future of the students. The PST at ETE also believes that students have different characteristics from adult learners in learning a foreign language. In addition, PST at ETE reveals that barriers in TEYL can be caused by factors from students, teachers, and school infrastructure. To optimize TEYL, PST at ETE considered the needs of training for elementary English teachers. The implication of this research is the need for a wider opportunity for PST at ETE to implement TEYL beliefs and theory, which have been learned through real teaching practicum in the classroom. For future researchers, they could examine the connectivity between the beliefs of PST at ETE on TEYL and its implementation in teaching and learning. Keywords:belief; pre-service teacher; elementary teacher education; TEYL

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