scholarly journals Prestasi Belajar Bahasa Inggris Mahasiswa yang Belajar dan yang Tidak Bahasa Inggris di Sekolah Dasar

2020 ◽  
Vol 4 (3) ◽  
pp. 318
Author(s):  
Gusri Emiyati Ali ◽  
Naely Muchtar
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Primary Schools ◽  
Native Speakers ◽  
Language Skills ◽  
Sampling Technique ◽  
Descriptive Study ◽  
English Learning ◽  
Learning Achievement ◽  
The Government

This study is based on the Cryptical Period Hypothesis by Lenneberg (1976) which states that ages 2 to 12 are ideal for achieving language skills like native speakers of a foreign language. Based on this hypothesis, the most appropriate time for Indonesian children to learn English as a foreign language is in elementary school. However, government policy through the 2013 curriculum no longer requires children in elementary school to learn English. Therefore, this study aims to compare the learning achievement of students between those who study and those who do not learn English in primary schools. This research is very important to be carried out for consideration by the government in determining policies related to learning English in elementary schools. This research is a comparative descriptive study. The sample consisted of two groups that were selected through purposive sampling technique, namely those who studied and did not learn English in primary schools and did not attend previous English courses. Data are grouped, as a percentage, and then compared. The results showed that students who studied English in primary schools had better English learning achievement than students who did not learn English in primary schools.

scholarly journals THE STUDENTS' LEARNING ACHIEVEMENT AFTER AND WITHOUT STUDYING ENGLISH IN ELEMENTARY SCHOOL

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Gusri Emiyati Ali
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Sampling Technique ◽  
English Learning ◽  
Learning Achievement ◽  
Indonesian Government

The Critical Period Hypothesis by Lenneberg (1976)  states that ages 2 to 12 are ideal ages for achieving foreign language skills such as a native speaker. Based on this hypothesis, the perfect time for children to learn English as a foreign language is in elementary school. Meanwhile, Indonesian government policy through the 2013 curriculum does not require children in primary schools to learn English. Therefore, this study aimed to compare the English learning achievement of students between those who studied and those who did not study English in elementary school. This research is important to be conducted since it can be a reference for the Indonesian government in developing English language teaching and learning policy in elementary schools.  The sample of this research consisted of two groups selected through a purposive sampling technique. They were the groupS of students who studied and who did not study English in elementary school. Data were grouped, presented, and then compared. The results showed that students who studied English in elementary school had better English learning achievement than students who did not study English in elementary school. It is recommended for further related researches to consider many factors those can be influencing the students' English learning achievements such as the English teaching and learning method used by the educators in high school and university, attitudinal factor, and the learning environment. 

Relationship of Scabies With Pioderma: As a Risk Factor

2018 ◽  
Vol 1 (1) ◽  
pp. 33-42
Author(s):  
Yulia Farida Yahya ◽  
Fifa Argentina ◽  
Rusmawardiana Rusmawardiana
Keyword(s):  
Staphylococcus Aureus ◽  
Elementary School ◽  
Risk Factor ◽  
Low Income ◽  
Primary Schools ◽  
Pediatric Patients ◽  
Group A Streptococcus ◽  
Cross Sectional ◽  
The Government ◽  
Scabies Infestation

Scabies is a parasitic infestation of the skin, that is affecting on the low income and crowded community in many tropical countries, especially developing countries such as Indonesia. Scabies infestation increases the incidence of secondary pyoderma include impetigo, folliculitis, cellulitis, ecthyma, abscess. Secondary pyoderma is a skin infection disease mainly caused by     group A Streptococcus (GAS) and Staphylococcus aureus (SA). Pyoderma is a risk factor for the glomerulonephritis infection, rheumatic diseases, which significantly increases morbidity and mortality, causing the government burden. The aim of this study is  determining the etiology and correlation of pyoderma infection in scabies patient. To determine sosio-demographic included sex, age in pediatric patients in primary schools (SD) in the district of Kertapati Palembang. The study design was cross sectional, and study samples were new scabies patients in the elementary school (age 6-14-year-old) with or without pyoderma. Clinical findings included history, physical examination and diagnostic procedure, which was investigation of skin scraping specimen material (SSB = skin surface biopsy) in confirmation with dermoscopic polar examination (DS) to show Sarcoptes scabiei mites. Microbiological examination with Gram stain identified the etiology of pyoderma.  Results of this study shows that there was a significance relationship between scabies infestation and pyoderma in children in elementary school. Staphylococcus aureus dan GAS are the most common caused of pyoderma in pediatric patients with scabies. Conclusion is there is a significant correlation between scabies and pyoderma. There is  a need to provide scabies and pyoderma medication at primary care health center as well as counseling for prevention in Palembang area with crowded population periodically.  

scholarly journals Implementasi Pembelajaran Bahasa Inggris Berbasis Tematik Terpadu Bagi Siswa Sekolah Dasar

2021 ◽  
Vol 6 (1) ◽  
pp. 1110-1117
Author(s):  
Meiliana Nurfitriani ◽  
Mohammad Fahmi Nugraha ◽  
Budi Hendrawan
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Elementary School Students ◽  
Descriptive Analysis ◽  
School Level ◽  
English Learning ◽  
School Students ◽  
Research Article ◽  
Library Research ◽  
Knowledge Interests

This study aims to determine how integrated thematic-based English learning is for elementary school students. The method used is a qualitative research method with descriptive analysis techniques with library research by examining the implementation of integrated thematic-based English learning for elementary school students. Data collection is done by reducing documents in the form of reports, news and research articles both nationally and internationally related to the topic of this research article. The results showed that the integration between student experience and previous knowledge possessed by children with English learning presented in a theme, will help children to gain knowledge, skills, and attitudes holistically. The theme developed is of course taking into account the children's knowledge, interests, and environment. Each skill in English is also not taught separately but is learned in an integrated manner with other skills. Therefore, the concept of learning English as a foreign language in accordance with the concept of an integrated thematic approach will be able to provide the value of knowledge, skills, and attitudes as a whole whose process is in line with the characteristics of children at the elementary school level.

Will CLT bail out the bogged down ELT in Bangladesh?

English Today ◽  
2008 ◽  
Vol 24 (3) ◽  
pp. 16-24 ◽  
Author(s):  
M. Obaidul Hamid ◽  
Richard B. Baldauf
Keyword(s):  
Foreign Language ◽  
Human Resource Development ◽  
Communicative Competence ◽  
National Curriculum ◽  
Communicative Language Teaching ◽  
Drop Out ◽  
Tertiary Level ◽  
English Learning ◽  
The Government ◽  
Bail Out

ABSTRACTRural failure in English learning and the socioeconomics of ELT. Over 24 million children learn English as a second/foreign language in primary and secondary schools in Bangladesh. These children start learning the language as a required subject in Grade 1 and continue learning it (if they don't drop out) until Grade 12, and later at the tertiary level. Officially, they are taught English communicatively using Communicative Language Teaching (CLT) methodology, as it was envisaged that CLT would develop learners' ‘communicative competence’, and thereby strengthen the human resource development efforts of the Government of Bangladesh (NCTB, 2003). Nearly a decade has passed since CLT was first introduced in the national curriculum. It now seems appropriate to ask to what extent has it developed learners' competence and improved the declining standards of English in the country (Rahman, 1991).

scholarly journals ENIS Model of Environmental Education for Elementary School Students in Japan

2020 ◽  
Vol 202 ◽  
pp. 03019
Author(s):  
Budi Mulyadi
Keyword(s):  
Elementary School ◽  
Environmental Education ◽  
Primary Schools ◽  
School Students ◽  
Environmental Preservation ◽  
Elementary School Age ◽  
Surrounding Environment ◽  
The Subject ◽  
The Government ◽  
Integrated Study

Japan is a country whose people have a high awareness of the importance of environmental preservation. The environment in Japan can be maintained well not apart from the cooperation between the government and the community together to preserve and protect the surrounding environment. One of the keys to Japan's success in protecting the environment is the consistent and dynamic implementation of environmental education since elementary school age. Environmental education in primary schools in Japan is taught directly through experiments and direct observation in the surrounding environment. Environmental education in primary schools in Japan is associated with several subjects, one of which is the subject of Natural Sciences (rika) and Social Sciences (shakai). Environmental education is also taught through integrated study activities (sougotekina gakushu), through efforts to maintain cleanliness together, through assignments during the summer holidays. The model of environmental education is implemented consistently and with full awareness by elementary school managers in Japan and their students so as to produce students who have a high awareness of the importance of protecting the environment.

scholarly journals Problems with Pronunciation Among Students of English Language and Literature-Seeu

SEEU Review ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 113-125
Author(s):  
Arta Toçi
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
English Language ◽  
Native Speakers ◽  
Experienced Teacher ◽  
Self Confidence ◽  
Language And Literature ◽  
Native Speakers Of English ◽  
Complex Forms ◽  
English Students

Abstract Everybody who has learned English as a second or foreign language knows that for reaching intermediate levels, English is an easy language regarding grammar and vocabulary; however, when reaching advanced levels, the learners are faced with complex forms of morphology, syntax, and most obviously, they are faced with the difficulties that pronunciation presents. These are mainly the problems that occur with the English students whose native language is other than English. An experienced teacher of non-native speakers of English can easily recognize the causes of mispronunciation, which in most cases are lack of vocabulary, lack of practice, bad teaching experiences, lack of direct contact with the language, and lack of self-confidence. There are quite a lot of words in English, which are often mispronounced. Those who have just started to learn English as a foreign language, students at primary schools, adults using English as a means of communication and as a working tool, such as businessmen, politicians, administrators, doctors, accountants, and those studying English for teaching purposes, even the teachers of English are faced with the problems of proper pronunciation of words in English. The aim of this research is to identify the problems that the students in the Department of English Language and Literature in the Faculty of Languages, Cultures and Communication face with when they deal with pronunciation of lexical words.

scholarly journals 55 The Effectiveness of Model Think Pair Share to Social Science Learning Outcomes of Grade III Students of Primary Schools in Unit Of Ahmad Yani District of Boja Kendal Regency

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Khanifah Yuliastuti ◽  
Nuraeni Abbas
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Third Grade ◽  
Control Group ◽  
Learning Achievement ◽  
The Third ◽  
Share Model ◽  
History Of ◽  
Experimental Group

The problem found in Elementary School Ahmad Yani cluster Kendal was the low learning achievement of IPS subject. This was caused by several aspects such as the less varied learning model, the inability of students to use their own knowledge, and lack of critical thinking in problem solving. Therefore, there is a need to provide innovative model to create more effective teaching and learning process. To answer such problem, this study used Quasi-Experimental research method with Nonequivalent Control Group Design. Through this design, the researchers involved all the third grade of Elementary School in Ahmad Yani Cluster Kendal as the population of this study. They were sampled by using cluster sampling. After the samples were obtained, the researchers decided experimental and control groups. They were as many as 28 students of SD 2 Campurejo involved as the experimental group, while 22 students of SD 2 Tampingan as the control group. In addition, the dependent variable of this study was Think Pair Share model, while the independent variable was IPS subject learning achievement with the topic of the history of currency. Their data were collected using observation, documentation and tests. Meanwhile, the hypotheses and effectiveness were examined by using t-test and gain test. The results of the study showed that Think Pair Share model was effective toward IPS subject learning achievement of the third grade students with the topic of the history of currency. Further, the posttest average score of experimental class was higher than control class. Also, the posttest mean of experimental group was 78.6 and the posttest mean of control group was 67.7. Moreover, the calculation of gain index showed that experimental class was on fair category with the score of 0.6180, while the control class achieved the criteria as many as 0.4055. At last, this study suggests that TPS model is better to use in any subjects in order to create innovative teaching and learning.

scholarly journals Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

2020 ◽  
Vol 7 (3) ◽  
pp. 92-112
Author(s):  
Dorine Adhiambo Obara ◽  
Charles Michael Were
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Drop Out ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
The Government ◽  
Physically Challenged ◽  
Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged  in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist.  Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners  who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

scholarly journals Effect of Practices Executed by Monitoring Education Assistants on Elementary School Teachers’ Mental Health

2020 ◽  
Vol 6 (4) ◽  
pp. 1673-1679
Author(s):  
Sumaira Munawar ◽  
Khadija Sittar ◽  
Misbah Malik
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Professional Growth ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
School Teachers ◽  
Low Performance ◽  
The Government

Teachers’ mental health not only increases their efficiency, professional growth and development but also their effects their personality. Punjab education department established Monitoring education authorities to improve quality of education by monitoring quality indicators.  Monitoring practices of Education Assistants may affect the mental health of teachers on their workplaces which culminate in low performance. The objective of this study was to determine effect of monitoring education authorities’ practices on school teachers’ mental health. 300 elementary school teachers were selected for data collection through cluster sampling technique in District Sheikhpura. Data collection was done through survey questionnaire with 17 statements. Findings revealed that a significant correlation between teachers’ performance and motivational techniques used by their heads. A pilot study was conducted to validate cronbach's alpha 0.86 which statistically significant. Furthermore, following practices of Monitoring education authorities are effecting mental health index .On the bases of these findings that it is recommended that the government might  give training to MEAs  for  improving  their behaviours  during their visits in schools.

scholarly journals Interlanguage of Error Analysis on Students Writing in Covid-19 Pandemic Era

2021 ◽  
Vol 1 (1) ◽  
pp. 240-246
Author(s):  
Winda Siska Perwana Harahap
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Transfer Of Training ◽  
Writing Process ◽  
Sampling Technique ◽  
Target Language ◽  
Language Transfer ◽  
English Learning ◽  
Face To Face ◽  
Language Data

This study aims to investigate the interlanguage of error analysis production on students writing. In writing process, there are general problem that occur such error from the interlanguage. This problem certainly getting worse during this Covid -19 pandemic era where the students only have limited direct or face to face English learning for one hour per week. Interlanguage is language used by second or foreign language when prosess of learning the target language. Data collected through documentation technique. The sample was taken using purposive sampling technique. There were five students as the sample. The framework of interlanguage and error analysis was applied in the process of data analysis. The results of this study indicate that the interlanguage of the students is influenced by 78% of language transfer, 10.5%of transfer of training and 10.5%of overgeneralization.

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