Integrasi Materi Otentik Dalam Kegiatan Ekstra Kurikuler Bahasa Inggris Sd

Setyaningrum, Rina Wahyu; Sabilah, Fardini

doi:10.18551/erudio.3-1.6

Cited by 3 publications

(6 citation statements)

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“…Meanwhile, 'juice,' 'mother,' 'father,' 'brother,' and 'pizza' are words that are relevant to be used in theme two about family picnic. The embedment of the pronunciation material in thematic learning is in line with (R Lestiono et al, 2018;Setyaningrum & Sabilah, 2017). They argue that English materials can be incorporated into students' thematic learning, as indicated in K13 curriculum.…”

Section: Teaching English-hijaiyah Sounds In Eyl Classroomsmentioning

confidence: 64%

“…Moreover, according to the enacted 2013 Curriculum (K13 curriculum), English is categorized as an extracurricular subject in which the materials cannot be classified to any regular subjects. It results in such an irony-the lack of exposure in English for elementary school students (R Lestiono & Rosalin Ismayoeng Gusdian, 2017;Setyaningrum & Sabilah, 2017). On the other hand, English has undeniably been perceived as an international language for communication.…”

Section: Introductionmentioning

confidence: 99%

“…Some of the significant challenges stemming from the status of English as an extracurricular subject are the insufficiency of English materials for the elementary school level and the lack of teacher creativity (R Lestiono & Rosalin Ismayoeng Gusdian, 2017;Riski Lestiono, Sumarsono, & Setyaningrum, 2014;Setyaningrum, Gusdian, Sabgini, & Hima, 2018;Setyaningrum & Sabilah, 2017). It is also stated in (Setyaningrum & Sabilah, 2017) that the main activity in the English classroom is only limited to finishing exercises in the students' workbook (Lembar Kerja Siswa)-which is not written by the teacher, but rather the students buy it from a particular publishing company assigned by the school. Besides, the exercises in the workbook mainly focus on grammar constructions, not the skills of the language.…”

Section: Introductionmentioning

confidence: 99%

“…Besides, the exercises in the workbook mainly focus on grammar constructions, not the skills of the language. As a result, many elementary school students still find it challenging to master skills and language aspects such as reading, listening, speaking, writing, vocabulary, and pronunciation (Setyaningrum & Sabilah, 2017). Regarding this matter, EYL practitioners have written supplementary sources to assist elementary school teachers, such as Bilingual Nusantara Folklores (R Lestiono & Rosalin Ismayoeng Gusdian, 2017), Shining English (Setyaningrum et al, 2018), Little Sunshine Bilingual Book (Setyaningrum et al, 2018), and English-Hijaiyah Consonant Corresponding Chart.…”

Section: Introductionmentioning

confidence: 99%

“…Regarding this matter, EYL practitioners have written supplementary sources to assist elementary school teachers, such as Bilingual Nusantara Folklores (R Lestiono & Rosalin Ismayoeng Gusdian, 2017), Shining English (Setyaningrum et al, 2018), Little Sunshine Bilingual Book (Setyaningrum et al, 2018), and English-Hijaiyah Consonant Corresponding Chart. These sources contain various materials like songs and short stories that can be used to teach English skills and language aspects; in addition, the materials can also be integrated into elementary school students' regular thematic learning as stated in K13 curriculum (R Lestiono et al, 2018;Setyaningrum & Sabilah, 2017). Among these materials, copyrighted English-Hijaiyah Consonant Corresponding Chart is particularly applicable to be used as a source to teach pronunciation.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Cater for Proper English Pronunciation in the Primary School Level: Put to Use Arabic Consonants

Gusdian¹,

Lestiono²

2019

KEMBARA

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Penelitian ini bertujuan untuk mendiskusikan bagaimana bunyi konsonan Hijaiyah diperkenalkan dalam pengajaran pronunciation di kelas Bahasa Inggris siswa sekolah dasar. Penelitian ini menggunakan desain penelitian kualitatif. Subjek penelitian adalah dua guru Bahasa Inggris dari Sekolah Dasar Islam di Malang; kedua guru tersebut masing-masing mengajar kelas satu dan dua. Pengumpulan data dilakukan dengan menggunakan teknik observasi dan wawancara. Data yang diperoleh kemudian ditranskripsi, ditinjau, dan dieksplorasi dengan cermat. Hasil penelitian mengungkapkan bahwa ada tiga teknik yang digunakan dalam pembelajaran pronunciation, yaitu drilling, sound imitation, dan tes. Selain itu, masing-masing teknik diintegrasikan ke dalam kegiatan EYL, melalui: menyanyikan lagu, mendongeng, dan permainan.

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Section: Teaching English-hijaiyah Sounds In Eyl Classroomsmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Cater for Proper English Pronunciation in the Primary School Level: Put to Use Arabic Consonants

Gusdian¹,

Lestiono²

2019

KEMBARA

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Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia

Setyaningrum

Purwati

2020

jees

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2013 curriculum of Indonesia has amended English as an extra-curricular or a local content subject at primary schools. There are no standards to achieve and the teachers have to find the appropriate strategies to its delivery. It triggers the teachers’ lack of confidence in terms of content and methods. On the other hand, cognitive domain with the test as achievement standard regardless providing the experience of using the language for communication has been practiced. Integrating the thematic units of primary schools’ thematic lesson seems possible to carry out because the teacher can use its themes or sub-themes as a topic for Teaching English to Young Learners (TEYL). This exploratory case study employs in-depth interviews with three teachers from well-established schools using a semi-structured interview, observations for field notes, and focus group discussion. The findings reveal that all teachers developed the materials for their teaching based on the regular class thematic lessons and a book provided by the local government. As for teaching practice, they have implemented the CLIL principles although they did not realize it. Ultimately, CLIL adaptation is appropriate for TEYL as that representative area in as much as teacher’s English language proficiency and pedagogical competency are upgraded. Highlights: Teaching English to Young Learners (TEYL) should provide the young learners opportunities to use the English language contextually. Soft CLIL does not require a high level of achievement in language but it provides the students simple language instruction with simplified materials.

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Interculturality in the Science Classroom Within the Context of Content and Language Integrated Learning (CLIL): Practices from Indonesian Primary Schools

Setyaningrum,

Sabilah

2023

Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022)

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Interculturality in science classroom with CLIL context is crucial for establishing intercultural awareness and supporting students in developing relevant abilities to deal with intercultural interactions. Different techniques can be implemented for introducing cultural values within teaching and learning process as well as instructional materials. This is a virtual ethnography of three grade one female science teachers in Islamic primary schools of Indonesia to investigate intercultural practices from the teaching and learning activities and their congruency with the instructional materials. By in-depth interviews, virtual observations, as well as text-book analysis, the data of this study were obtained and then codified to get the emerging themes to discuss. Thematic analysis was employed and members checking was carried out for trustworthiness. Findings revealed that all participants of the study agreed the intercultural practices in their science class. They systematically planned their teaching with intercultural integration but they did not implicitly provide particular section in the Lesson Plan. In fact, they confirmed that they selected texts or resources which possibly strengthen the students' intercultural awareness. While only a participant who used series of books which aligned the international curriculum with Indonesian national curriculum, the other two participants used series of books published in Singapore and London with emphasis on internationally-content based to meet fully requirements of the Cambridge International Examinations Primary Science Curriculum Framework. Each intercultural practice was also discussed in this article. Suggestions are proposed to facilitate an interculturality integrated CLIL science pedagogy that is relevant to Indonesia's socio-educational context.

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Integrasi Materi Otentik Dalam Kegiatan Ekstra Kurikuler Bahasa Inggris Sd

Cited by 3 publications

References 0 publications

Cater for Proper English Pronunciation in the Primary School Level: Put to Use Arabic Consonants

Cater for Proper English Pronunciation in the Primary School Level: Put to Use Arabic Consonants

Projecting the Implementation Feasibility of CLIL Approach for TEYL at Primary Schools in Indonesia

Interculturality in the Science Classroom Within the Context of Content and Language Integrated Learning (CLIL): Practices from Indonesian Primary Schools

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