ABSTRAKTujuan kegiatan pengabdian kepada masyarakat ini adalah untuk meningkatkan pengetahuan guru dan orang tua tentang pentingnya Perilaku Hidup Bersih dan Sehat (PHBS). Perilaku hidup bersih dan sehat di sekolah merupakan perilaku yang di lakukan oleh siswa, guru dan masyarakat lingkungan sekolah atas kesadaran diri untuk mencegah penyakit, meningkatkan kesehatannya, serta mewujudkan lingkungan sehat. Kegiatan pengabdian ini di laksanakan di TK Aisyiyah 6 dan TK Riadhus Sholihin kecamatan Candi Sidoarjo. Metode dalam pelaksanaan kegiatan pengabdian yang dilakukan guna menyelesaikan permasalahan yang ada pada sekolah mitra berupa 1) Workshop tentang mengintegrasikan penerapan PHBS dalam kegiatan pembelajaran, 2) kegiatan parenting tentang makanan sehat bagi anak. Hasil dari kegiatan pengabdian ini berupa peraturan sekolah yang memuat tentang delapan indikator penerapan PHBS sekolah, terjadwalnya lima kegiatan penunjang penerapan PHBS sekolah, serta anak-anak tidak jajan sembarangan.Kata Kunci: Perilaku Hidup Bersih dan Sehat (PHBS), Taman Kanak-Kanak, Siswa , Guru dan masyarakat lingkungan sekolah. ABSTRACTThe purpose of this community service is to increase the knowledge of teachers and parents about the importance of Clean and Healthy Behaviour (PHBS). Clean and healthy behavior is also a set of behaviours practiced by learners, teachers and the school environment community on the basis of awareness so that independently able to prevent disease, improve health, and play an active role in creating a healthy environment. This community service activity is carried out in kindergarten of Aisyiyah 6 and kindergarten of Riadhus Sholihin at Kecamatan Candi Sidoarjo. The Method used in implementing this community service undertaken to solve the existing problems for those partner schools, such as 1) Workshop on integrating the implementation of Clean and Healthy Behaviour (PHBS) in learning activities, 2) parenting activities about healthy food for children. The result of this community service activity is a school regulation which contains about eight indicators of school PHBS implementation, scheduling five supporting activities of school PHBS implementation, and children not snacking haphazardly.

AbstrakMetode TPR adalah salah satu metode untuk pengajaran bahasa pada anak usia dini karena penerapannya berhubungan antara koordinasi perintah, ucapan dan gerak sehingga seorang anak lebih mudah untuk menguasai suatu bahasa dalam pembelajarannya. Tujuan penelitian ini adalah untuk menganalisis bagaimana guru TK Aisyiyah 5 Tanggulangin mengajarkan bahasa Inggris dengan metode TPR pada siswanya. Metode penelitian ini menggunakan desain kualitatif deskriptif. Non partisipan observasi dan wawancara dilakukan sebagai teknik pengumpulan data. Hasil penelitian ini menunjukkan bahwa dari tiga belas aspek metode TPR ditemukan bahwa guru lebih sering mengimplementasikan TPR pada natural conditions baik di dalam maupun di luar jam pelajaran. Pada penerapan metode TPR diketahui juga ternyata siswa tidak hanya merespon dengan gerakan fisik atau non verbal saja tapi juga dengan respon ucapan atau verbal. Data wawancara menunjukkan bahwa guru lebih kreatif menggunakan metode TPR dengan tidak terpaku pada satu materi yang diberikan pada jam pelajaran bahasa Inggris namun juga dalam berinteraksi dan berkomunikasi di luar kelas. Dengan metode TPR yang diaplikasikan pada kegiatan sehari-hari oleh guru di lingkungan sekolah dapat membuat siswa lebih mudah memahami bahasa Inggris.Kata kunci: metode total physical response; pengajaran bahasa inggris; anak usia dini TOTAL PHYSICAL RESPONSE (TPR) METHOD IN ENGLISH TEACHING FOR EARLY CHILDHOOD AbstractTotal physical response (TPR) method is one of the methods for language teaching in early childhood because its application is related to coordination of command, speech and action. So, children are easier to master a language in their learning. The purpose of this research is to analyze how teachers at TK Aisyiyah 5 Tanggulangin teaches English by using TPR method to their students. This research method use qualitative descriptive design. Non-participant observation and interviews are conducted as the data collection techniques. The results of this research indicate that from the thirteen aspects of the TPR method the teachers are more likely to implement TPR in natural conditions both inside and outside of the classroom. In the application of TPR method is also known that students not only respond with physical movement or nonverbal language but also with utterance or verbal response. Interview data shows that teachers are more creative using the TPR method by not fixating on one material given during English language lesson but also in interacting and communicating outside the classroom. By using TPR method which applied in daily activities by teachers in the school environment can make students more easily understand the English.

When teachers teach the English vocabulary about parts of the body, they use rhythm and body movements while mentioning its name. It is called Total Physical Response (TPR) method. This article investigates the implementation of the TPR method used by three teachers in teaching English vocabulary to young learners. Additionally, the researchers investigated the problems faced by the three teachers as well as potential solution for those problems. In this research, the researchers used qualitative descriptive to understand the way teachers implemented TPR in their classrooms. Data from this study indicates that, from the thirteen principles of TPR method found that; Teacher 1 (T1) used seven principles in the 1st observation and six principles in the 2nd observation, and Teacher 2 (T2) only used one principle in the 1st observation and two principles in the 2nd observation. Then, Teacher 3 (T3) used two principles both in the 1st and the 2nd observation. The difficulties faced by those three teachers implementing TPR stemmed from their lack of understanding about the implementation of the TPR method even they did not distinguish the appropriate theoretical basis of TPR. Finally, to address challenges in implementing TPR, the teachers expect additional training related to teaching English to young learners especially with a specific theory related to TPR method so that they can implement it well and have more practice with the principles of TPR method in teaching English to young learners.

This research article described the interactional strategies used by low learners in public qualitative study on whether or not low learners used the aspects of interactional strategies was the main focus. This paper also aimed to know what aspects mostly used and the factors that cause this problem. Observing and interviewing to six subjects regarding on the use of interactional strategies; exemplification, confirmation checks, comprehension checks, repetition, clarification requests, repetition requests, exemplification requests, and assistance appeal were carried out. Finding interactional strategies in all situations. Four students have applied 3 were as the speaker. In another side, when they were the listeners, they The result showed that repetition was the interactional strategy mostly used by low learners. Nevertheless, the reason of using it was not proper reason. The further finding indicated some factors cause low lear use four interactional strategies such as fluency, grammar, lack of vocabulary and pronunciation in addition to the English practice merely in the formal situation. Keywords:interactional strategies; low level learner HOW TO CITE: Astutik, Y. (2017). Learners. JEES (Journal of English Educators Societ IntroductionLearning strategy in second language acquisition is the strategy used by learners to help them boost their learning to obtain English language. As learning strategies used to help learners comprehend, learn, or retain new information. Each learner will apply different learning strategies depend on their passion and motivation.However, if they can apply learning strategies optimally, they can boost their acquisitio English successfully. In the top of that, learners can apply not only one learning strategy but they can use various learning strategies to learn language. This research article described the interactional strategies used by low learners in public speaking class. A low learners used the aspects of interactional strategies was the main focus. This paper also aimed to know what aspects mostly used and the factors that cause this problem. Observing and o six subjects regarding on the use of interactional strategies; exemplification, confirmation checks, comprehension checks, repetition, clarification requests, repetition requests, exemplification requests, and assistance appeal were carried out. Finding indicated that from six low learners, only two who did not apply interactional strategies in all situations. Four students have applied 3 -4 interactional strategies in the case they were as the speaker. In another side, when they were the listeners, they did not apply the interactional strategies. The result showed that repetition was the interactional strategy mostly used by low learners. Nevertheless, the reason of using it was not proper reason. The further finding indicated some factors cause low lear use four interactional strategies such as fluency, grammar, lack of vocabulary and pronunciation in addition to the English practice merely in the formal situat...

Welcoming the fast development of technology, educators nowadays have a lot of variation in giving knowledge and practices. Intensive meetings inside the classroom need to be explored more following their habit in using gadgets for daily life activities. To get meaningful access with individual student, Google facilitates new media for teachers to conduct E-learning through Google Classroom (GC) application. This study aims to investigate how the educators and learners respond their online course activities. This may become one of the opportunities for language educators to try and make a use of the online feature in giving language written communication from shared materials and assessment. Qualitative data were collected through the responses of questionnaire survey. Applying GC to some courses gave new learning sensation. This study involved English learners who have several projects submitted online to their GC. The experiences of the students in learning through their virtual class as well as their perception for the effective use are elaborated in this study. The results implied the need of commitment for teachers to give feedback or score immediately and penalty for the late submitter.