Peran  Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini

Saepudin, Encang; Sukaesih, Sukaesih; Rusmana, Agus

doi:10.24198/jkip.v5i1.10821

Cited by 19 publications

(21 citation statements)

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“…Kegiatan mendongeng di taman bacaan masyarakat bertujuan untuk menarik minat anak-anak agar datang dan memanfaatkan berbagai fasilitas layanan yang disediakan (Saepudin, 2017). Dalam proses bercerita harus memiliki daya tarik dan memikat anak-anak.…”

Section: Hasil Dan Pembahasanunclassified

“…Kegiatan mendongeng di taman bacaan masyarakat dapat berfungsi sebagai pelestari budaya dan memberi inspirasi untuk masa depan. Kegiatan mendongeng cerita masa lalu dapat tetap terjaga dan bagi anak-anak yang mendengarkan cerita menjadi terinspirasi untuk kehidupannya di masa yang akan datang (Saepudin, 2017). Bercerita dan mendengarkan cerita dapat melepaskan rasa emosional melalui pengalaman fiktif yang tidak pernah disampaikan anak-anak secara alami.…”

Section: Manfaat Membacakan Cerita Dalam Membetuk Karakter Anakunclassified

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Pembentukan Karakter Anak Gemar Membaca Melalui Pembacaan Buku Cerita

Saepudin¹,

Damayani²,

Komariah³

2020

baca.j.dok.inf.

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Section: Hasil Dan Pembahasanunclassified

Section: Manfaat Membacakan Cerita Dalam Membetuk Karakter Anakunclassified

Pembentukan Karakter Anak Gemar Membaca Melalui Pembacaan Buku Cerita

Saepudin¹,

Damayani²,

Komariah³

2020

baca.j.dok.inf.

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“…Dengan hadirnya pelayanan informasi selama pandemi Covid-19 yang dilakukan oleh TBM ini menjadi salah satu penyelesaian masalah yang sedang dihadapi masyarakat terutama masyarakat yang memiliki anak-anak dan memiliki keterbatasan ekonomi. Dalam hal ini TBM memiliki peran sebagai penyedia jasa pelayanan membaca dengan menyediakan bahan bacaan dan pendampingan belajar membaca bagi anak-anak dari keluarga yang kurang mampu (Saepudin et al, 2017).…”

Section: Tamanunclassified

Inovasi Pelayanan Perputakaan di Taman Bacaan Masyarakat Lingkaran Cahaya selama Pandemi Covid-19

Malik

Sukaesih²,

Rukmana³

et al. 2020

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The Covid-19 pandemic has had a tremendous impact on all sectors of society, including information institutions such as libraries and Community Reading Park which have been affected. Community Reading Park has also innovated to survive during a pandemic by developing collections, reference services, and circulation services at Community Reading Park The purpose of this study was to determine the innovation of the Circle of Light Community Reading Park during the Covid-19 pandemic. This study used a descriptive qualitative research method, in which the researcher conducted interviews and observations on the managers of the Circle of Light Community Reading Park. The innovation at Community Reading Park involves several aspects and services such as management, collection development, and services such as reference services and circulation services. This innovation is expected to attract people to carry out the function of Community Reading Park to increase reading interest during the Covid-19 pandemic.

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“…And can applying the whole language approach improve students' speaking abilities in the three classes of Rawamangun Elementary School? Speaking Many definitions of "speaking" that have been stated by some scholars such as Marzuki, Prayogo, & Wahyudi (2016); Saepudin, Sukaesih, & Rusmana, (2018); Seong, (2017); Yegani, (2017). Speaking in general can also be interpreted as a delivery of one's intentions (ideas, thoughts, content) to others by using spoken language so that the intent can be understood by others.…”

Section: Introductionmentioning

confidence: 99%

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

Yarmi

2019

jpud

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). 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Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini

Cited by 19 publications

References 0 publications

Pembentukan Karakter Anak Gemar Membaca Melalui Pembacaan Buku Cerita

Pembentukan Karakter Anak Gemar Membaca Melalui Pembacaan Buku Cerita

Inovasi Pelayanan Perputakaan di Taman Bacaan Masyarakat Lingkaran Cahaya selama Pandemi Covid-19

Whole-Language Approach: Improve the Speaking Ability at Early years School Level

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