AbstrakPenelitian ini bertujuan menganalisis perencanaan, pengorganisasian, pelaksanaan, pembinaan, penilaian, dan pengembangan program Taman Penitipan Anak. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subyek penelitiannya adalah pengelola, pengasuh dan tiga orangtua anak usia dini. Teknik pengumpulan data menggunakan observasi, wawancara mendalam, dan analisis dokumentasi. Tahapan penelitian melalui tahap orientasi, eksplorasi, dan member check. Analisis data menggunakan model interaktif melalui langkah-langkah koleksi data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menyimpulkan perencanaan program pengasuhan diawali dengan analisis kebutuhan oleh ketua penyelenggara. Pengorganisasian dilakukan untuk mengorganisir pengelola, pendidik dan tenaga kependidikan dengan menjalankan peran fungsi dan pengasuhan. Pelaksanaan dilakukan sesuai jadwal masing-masing pengasuhan secara holistik dan integratif. Pembinaan dilakukan melalui supervisi dan monitoring baik secara langsung dan tidak langsung. Penilaian difokuskan pada proses pengasuhan dan pembelajaran selama kegiatan berlangsung pada aspek kognitif, afektif dan psikomotor. Pengembangan dilakukan untuk memajukan penyelenggaraan program pengasuhan agar lebih sempurna, lebih luas, dan lebih baik. Abstract
Since English has become a foreign language in Indonesia, the capability to communicate in English has become ever more crucial. Correct speech is progressively required to prevent misunderstandings in articulating a message to the public. As a result, teaching English speaking is essential for teachers to improve their students' speaking abilities. As English is a second language in Indonesia, students struggle to acquire it. In the context of communication, the mother tongue or the language used in daily activities is more dominant. Because the use of foreign languages is still descending, one of the alternative techniques that a teacher can accomplish is a tongue twister. Tongue twisters as a teaching method enable pupils to speak more clearly, especially when pronouncing words. This research aims to report on the researchers’ experience using tongue twister to teach pronunciation in speaking practice. This research was conducted in an Indonesian Vocational High School in the Karawang district. Besides that, the role of the researchers was as active observers. The findings are that students relish learning using the tongue twister technique. Relish means that the students vigorously participate in learning because the teaching method is delightful and comfortable for students to comprehend the crux material. Therefore, the tongue twister technique assists students in learning English speaking continually.
Improving digital literacy can help compensate for children's or student learning difficulties. Today's students have become adults in the era of digital media. However, the ability of all social media in IT wealth does not necessarily mean that a child is declared digital literate. That way, children have technological skills to meet the digital demands needed to succeed in school and in life. This article is the result of a study of the extent to which digital literacy acts as a compensation for learning difficulties for children. Besides that, the correlation between digital literacy owned by parents also greatly influences the success rate of family goals in achieving education for their children.
Recently the ability to English speaking is very necessary since English has become a foreign language in Indonesia. A correct speech is become crucial to avoid misunderstanding conveying the information to the listener. Therefore, teaching English speaking is very necessary to the teacher in improving the students’ speaking skills. The main reason why learning to speak English is very difficult for the students is because students often use the Indonesian language (mother tongue) as the main language and are not accustomed to speaking in English in their daily life. One of the alternatives technique that can be used by the teacher is using tongue twister. The aims of this study is to explore about what are the problems that faced by the students while learning English speaking in Tongue Twister assisted. The classroom action research is a method that conducted in this research. There are two Cycles in this research and both of cycles showed of 77.14% of students has obtained a score of 75 and 77.13%. This result shows that the students have met the success criteria of the research and the students actively participate in the teaching and learning processes during English-speaking class.
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