PENGUATAN PEMBELAJARAN BAHASA INGGRIS RAMAH ANAK BAGI GURU TK DAN SD DI ERA KENORMALAN BARU
DOI:
https://doi.org/10.22460/as.v5i1.7242Kata Kunci:
Pembelajaran daring Bahasa Inggris, era kenormalan baru, hubungan emosional guru dan siswaAbstrak
Dalam era Kenormalan Baru setelah Covid-19 merebak, hampir sekolah ditutup dan dilaksanakan pembelajaran di rumah. Guru harus mengajar secara daring, namun secara 'emosional' hadir saat pembelajaran dengan siswa, tidak hanya menyampaikan tugas. Kurangnya komunikasi langsung antara guru dan siswa dapat membatasi kognisi dan kreativitas siswa. Sasaran pengabdian kepada masyarakat ini adalah memberdayakan guru Bahasa Inggris selama pembelajaran daring di Cimahi. Kegiatan ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional guru dalam pengajaran Bahasa Inggris daring dengan teknik pembelajaran yang lebih inovatif dan ramah anak. Kegiatan ini menggunakan metode berbasis masalah dengan membantu guru saat mengajar Bahasa Inggris. Ada tiga tahap kegiatan: 1) analisis kebutuhan; 2) persiapan materi, instruktur, dan media; dan 3) pelaksanaan, termasuk workshop, pendampingan, dan diskusi. Kegiatan diakhiri dengan wawancara. Hasil penelitian menunjukkan bahwa workshop dan praktik merupakan kunci keberhasilan proses belajar mengajar. Selanjutnya, pendampingan oleh Tim bermanfaat bagi para peserta. Para peserta menyatakan bahwa bahasa Inggris yang digunakan saat berinteraksi dengan siswa saat pembelajaran dapat membantu mereka menjalin hubungan yang lebih dekat antara guru dan siswa. Selain itu, para Peserta berpendapat bahwa mereka masih perlu berlatih dan mengeksplorasi lebih lanjut media pembelajaran daring dan sumber belajar yang akan diberikan kepada siswa. Para Peserta juga mengakui pembelajaran daring perlu persiapan lebih.
Referensi
Akhtar, Shamim et al. (2019) The Impact of Teacher-Student Interaction on Student Motivation and Achievement. European Academic Research Vol. VII Issue 2/May 2019.
Cahyati, Sri S.; Parmawati, Aseptiana; Atmawidjaja, Nai, S. (2019). Optimizing English Teaching and Learning Process to Young Learners (A Case Study in Cimahi). Journal of Educational Experts Kopertis Wilayah IV. Vol. 2 no 2 Juli 2019 pp. 107-114. ISSN: 2614-3518. url: http:// http://journal.kopertis-4.org/index.php/jee/article/view/57
Copland, F. & Yonetsugi, E., (2016). Teaching English to Young Learners: Supporting the Case for the Bilingual Native English Speaker Teacher. Classroom Discourse, 7(3), pp.221-238.
Damayanti, I. L. (2017). From storytelling to story writing: The implementation of reading to learn (R2L) pedagogy to teach English as a foreign language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232-245.
Diem, Chuzaimah Dahlan (2011). 3-Ls: A Model for Teaching Young Learners1. TEFLIN Journal, Volume 22, Number 2, July 2011 p 125-149. http://journal.teflin.org/index.php/journal/article/viewFile/24/26
Evans, D., Butterworth, R., Law, G.U. (2019). Understanding associations between perceptions of student behaviour, conflict representations in the teacher-student relationship and teachers’ intense experiences. https://doi.org/10.1016/j.tate.2019.03.008
Garton, Sue and Coplan, Fiona (ed.). (2019). The Routledge Handbook of Teaching English to Young Learners. New York: Routledge.
Goetz, Thomas et al (2020). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students’ emotions. Learning and Instruction. Volume 71, February 2021, 101349 https://doi.org/10.1016/j.learninstruc.2020.101349
Harmer, J. (2007).The Practice of English language teaching (4th Ed.). Essex: Pearson Longman.
Hoque, M. E. (2016). The effect of the teacher-students interaction: An evaluation of an EFL classroom. The Journal of EFL Education and Research, 1(1), 23-27.
Horn et al. (2020). Trajectories of teacher–child relationships across kindergarten and first grade: The influence of gender and disruptive behavior.
Early Childhood Research Quarterly Volume 55, 2nd Quarter 2021, Pages 107-118 https://doi.org/10.1016/j.ecresq.2020.10.003
Koca, Fatih. (2016) Motivation to Learn and Teacher–Student Relationship. Journal of International Education and Leadership Volume 6 Issue 2 Summer 2016 http://www.jielusa.org/ ISSN: 2161-7252
Maldonado-Carreño, Carolina and Votruba-Drzal, Elizabeth (2011). Teacher-Child Relationships and the Development of Academic and Behavioral Skills During Elementary School: A Within- and Between-Child Analysis. Child Development journal Vol. 82, No. 2 (March/April 2011), pp. 601-616 (16 pages) Published By: Wiley https://www.jstor.org/stable/29782854
McPherson, Maggie and Nunes, Miguel B. (2004). Developing Innovation in Online Learning: An Action Research Framework (1st ed.) London: Routledge.
DOI https://doi.org/10.4324/9780203426715
Mubar, M. K. N. A. (2015). Developing English Learning Materials For Young Learners Based On Needs Analysis At MTsN Model Makassar. ETERNAL (English, Teaching, Learning, and Research Journal), 1(2), 313-330.
Musthafa, Bachrudin. (2010). Teaching English to Young Learners: In Indonesia Context. Jurnal Educationist Vol.IV No.2 Juli 2010.
Meisani, Diah Royani et al. 2020. Factors Affecting Indonesian Young Learners’ English Proficiency Level. TEFLIN Journal, [S.l.], v. 31, n. 2, p. 204-229, sep. 2020. ISSN 2356-2641. Available at: <https://journal.teflin.org/index.php/journal/article/view/1028/332>.
Mercer, Sarah & Dörnyey, ZoltÄn. (2020.) Engaging Language Learners in Contenporary Classroom. Cambridge: Cambridge University Press.
Philips, S. (1993). Young learners. Oxford: Oxford University Press
Piaget, J. (1964). Cognitive development in children. Journal of Research in Science Teaching, 2(2), 176–186.
Pinter, Annamaria. (2019). Teaching Young Language Learners (Second ed.). Oxford: Oxford University Press
Scott, W. and Ytreberg, L. H.. (1990) Teaching English to children. London: Longman.
Slattery, Mary & Willis, Jane. (2005). English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press.
UNESCO (2020). Distance learning solutions. https://en.unesco.org/covid19/educationresponse/solutions
Wiseman, Joanna (2020). Four Ways to Keep Young Learners Engaged in Your Online Classes. Pearson English, March 2020. https://www.english.com/blog/four-ways-to-keep-young-learners-engaged-in-your-online-classes/
Zein, S., et al. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 1, 33. doi:10.1017/S0261444820000208.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
1. Proposed Policy for Journals That Offer Open Access
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).