Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context

The study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after five months of literacy instruction. German was a non-native language for all children. Longitudinal correlations confirm that individual differences in single word/pseudoword reading and spelling in German in Grade 1 can be predicted by all the foundational literacy skills that were assessed in Luxembourgish. Path analyses showed that phonological awareness in Luxembourgish emerged as the strongest unique predictor of Grade 1 literacy skills in German. The second unique preschool predictor of Grade 1 literacy skills was letter-sound knowledge. Results are consistent with the view that literacy development in an additional language builds upon similar building blocks as literacy acquisition in a first language, at least for languages that are typologically close. However, current findings suggest that respective contributions between predictors and literacy skills in children learning to read in an additional language may vary from patterns observed in studies with children acquiring literacy in their first language.

Orthographic Learning

This chapter discusses orthographic learning, i.e., how children learn the relation between their spoken language and writing system. The process is discussed for children learning to read and write in one language, as well as for multilingual children acquiring literacy in more than one language. In both cases, the developmental course is mapped from children's first insights into the form and function of their writing systems to the development of word-specific mental representations that code for multiple linguistic forms (i.e., sound, spelling, and meaning). The chapter concludes with instructional recommendations for supporting children's orthographic learning throughout development.

Gerakan Informatika Cerdas Berliterasi "berinovasi membangun peradaban diera 4.0 dengan budaya literasi"

Literacy ability teaches students to be diligent in reading and writing. In this case, teacher creativity is needed in determining effective and efficient ways. Elementary school is the basis for learning literacy because elementary school is the beginning of a child learning to read and write. Due to the current situation of Covid-19, students have not been able to study at school effectively and regularly. The teaching-learning process is carried out online, and students are asked to understand the use of information technology such as Android cell phones. The students moved to provide teaching by increasing the literacy culture of students with the help of technology as a medium to support their learning, without having to forget the importance of reading and writing from their textbooks. The resulting activities are digital literacy activities and learning while playing, where students are tasked with connecting information to their group members. The results obtained by the students became more enthusiastic and interested in learning such as reading and writing lessons because they were presented attractively on the display of media and learning videos.

My Reading and Writing Experiences: Snowball

Whenever I thought back on my past experience of learning to read and write, I found that this process was like snowballing. I was very grateful to the several English teachers I had met since my childhood. They had appeared at different stages of my life and had seen me grow. If my goal in life was to roll a big snowball, then they were undoubtedly the biggest help in my life.

KESULITAN BELAJAR SISWA PADA MATA PELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR

The purpose of this study is to explore students' learning difficulties in the Indonesian class II of SDN 6 Darul Hikmah, Aceh Jaya Regency in the 2020/2021 school year, and to explore the factors that cause learning difficulties Indonesian in class II SDN 6 Darul Hikmah, Aceh Jaya Regency in the 2020/2021 school year. This study uses a kualitattive research design with case studies. The subjects in this study were students of grade II SDN 6 Darul Hikmah, Aceh Jaya Regency in the 2020/2021 school year. The data collection techniques used in this study are Observation and Interview. Analysis techniques using miles and huberman models are reduction, display, and verification. The result of this study is that there are internal and external factors of students in learning Indonesian, especially in students' reading learning materials. The internal factor is the lack of motivation and interest in reading from the student itself, students are still not motivated in following the indonesian language learning process and students' interest in learning Indonesian is still lacking. The external factors are first: the lack of creativity of the teacher in the learning process takes place, so that it makes students saturated and less pleasant in following the learning process Indonesian, then the methods used by teachers are also not varied and less attractive to students. Second: parents' lack of attention and encouragement towards a child's learning achievement, especially in the process of learning to read. Based on the results of observations and interviews conducted in class II SDN 6 Darul Hikmah, Aceh Jaya Regency, it can be concluded that there are 5 students out of 13 students who are still having difficulties in the process of learning to read.

Is Bilingual Education Sustainable?

We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.

Empowering Students’ Religiosity to Fight Radicalism and Anarchism after Covid-19 and The Act of Omnibus Law at Higher Education

Radicalism and anarchism can be carried out by students who are studying at public or private universities, especially in Serang City, Banten Province. The purpose of this study is to examine and improve the religiosity of university students in Serang City in countering radicalism and anarchism. The research used a qualitative approach with phenomenology as a method. The results of this study conclude that the religiosity of students in Serang City can be improved in several ways; carrying out periodical Islamic studies, istighasah (praying), learning to read and write the Qur'an, commemorating Islamic holidays, reviewing Islamic books, I’tikaf (staying) and taking care of the mosque, and going a pilgrimage. The role of universities in countering radicalism and anarchism, meanwhile, is by assigning Islamic religious education lecturers to guide and control the students to follow those activities.

PENDAMPINGAN PENINGKATAN KEMAMPUAN MEMBACA AL-QUR’AN BAGI KADER AISYIYAH RANTING NGADIREJO PADA MASA PANDEMI COVID-19

ABSTRAKRanting Aisyiyah Ngadirejo Kartasura telah menyelenggarakan pembelajaran membaca Al-Qur’an bagi ibu-ibu jamaah pengajian. Sebelum pandemi ada 4 kelompok belajar yaitu kelompok Al-Hidayah, Al-Hidayah Klinggen, Al-Fadhilah, dan Pucangan. Namun, saat pandemi Covid-19 kelompok belajar ini berhenti. Survei terhadap peserta menunjukkan adanya ibu-ibu yang belum mahir membaca Al-Qur’an, maka pembelajaran perlu dilanjutkan. Kegiatan pengabdian masyarakat ini bertujuan untuk (1) meningkatkan partisipasi ibu-ibu anggota Aisyiyah Ngadirejo Kartasura dalam penyelengaraan kelompok belajar Al-Qur’an di masa pandemi dan (2) meningkatkan kemampuan membaca Al-Qur’an dengan benar dan lancar bagi ibu-ibu Aisyiyah Ngadirejo Kartasura. Solusi yang ditawarkan adalah pendampingan belajar membaca Al-Qur’an dalam kelompok-kelompok kecil dengan metode iqra. Kegiatan ini dilaksanakan melalui 8 tahap, yaitu eksplorasi, analisis kebutuhan, penyusunan program, sosialisasi pendataan peserta, pembentukan kelompok belajar, pendampingan belajar, dan evaluasi. Kegiatan dilaksanakan selama 8 bulan sejak September 2020-April 2021. Hasil pengabdian ini adalah (1) Ditinjau dari kerjasama, program ini dapat mempererat kerjasama antara Universitas Muhamamdiyah Surakarta, PRA Ngadirejo, dan TPA Al-Hidayah. (2) Ditinjau dari proses penyelenggaraan kegiatan belajar Al-Qur’an ini telah berhasil menyelenggarakan 2 kelompok belajar yaitu Al-Fadhilah dan Al-Hidayah dengan protokol kesehatan. (3) Ditinjau dari peningkatan kemampuan peserta, program ini dapat meningkatkan kemampuan peserta dalam membaca Al-Qur’an, yakni meningkatnya jilid iqra dan surat Al-Qur’an yang dipelajari. Kata Kunci: kelompok belajar Al-Qur’an; anggota Aisyiyah; metode iqra; pandemi covid-19 ABSTRACTRanting Aisyiyah Ngadirejo Kartasura has organized learning to read the Qur'an for mothers of recitation congregations. Before the pandemic there were 4 study groups, namely the Al-Hidayah, Al-Hidayah Klinggen, Al-Fadhilah, and Pucangan groups. However, during the Covid-19 pandemic this study group stopped. The survey of participants showed that there were mothers who were not proficient at reading the Qur'an, so learning needed to be continued. This community service activity aims to (1) increase the participation of women members of Aisyiyah Ngadirejo Kartasura in organizing Al-Qur'an study groups during the pandemic and (2) improve the ability to read the Koran correctly and fluently for mothers. Aisyiyah Ngadirejo Kartasura. The solution offered is mentoring in learning to read the Qur'an in small groups using the iqra method. This activity was carried out through 8 stages, namely exploration, needs analysis, program preparation, socialization of participant data collection, formation of study groups, study assistance, and evaluation. The activity was carried out for 8 months from September 2020-April 2021. The results of this service were (1) In terms of collaboration, this program could strengthen cooperation between the Muhammadiyah University of Surakarta, PRA Ngadirejo, and TPA Al-Hidayah. (2) Judging from the process of organizing this Al-Qur'an learning activity, it has succeeded in organizing 2 study groups, namely Al-Fadhilah and Al-Hidayah with health protocols. (3) In terms of increasing the ability of participants, this program can improve the ability of participants in reading the Qur'an, namely increasing the volume of iqra and the letters of the Qur'an that are studied. Keywords: Al-Qur’an study group; Aisyiyah members; iqra method; Covid-19 pandemic

UPAYA MENINGKATKAN MINAT DAN KETERAMPILAN MEMBACA AL QUR’AN MELALUI KEGIATAN LESSON STUDY KELAS IX – F DI SMP NEGERI 2 TARAKAN

In general, each student has different abilities, characteristics, characteristics, and even behavior, this has become sunnatullah so that between them there are advantages and disadvantages, with differences and diversity of abilities there must be differences in academic and non-academic fields, including in terms of interests and skills. In learning Islamic Religious Education, there is one indicator and learning goal that must be achieved by students, which must be able to read verses or suras in the Qur'an properly and correctly. able or less able in terms of reading the Qur'an properly and correctly. To overcome this, there must be appropriate and fast steps that will be taken by the author so that students can be enthusiastic and motivated in participating in learning, especially learning to read the suras in the Qur'an, so that learning objectives can be achieved properly. The first step to be taken is to make improvements to the Learning Implementation Plan (RPP) through the implementation of lesson study activities. In Lesson Study activities. There are three stages that are carried out, namely the PLAN stage (planning), DO stage (implementing), and the SEE stage (reflection), these three stages are carried out simultaneously in 1 cycle, and are carried out continuously. Lesson Study is an effective way to improve the learning process, which can improve student learning outcomes. ABSTRAKPada umumnya setiap peserta didik memiliki kemampuan, karakteristik, ciri, bahkan tingkah laku yang berbeda,hal ini sudah menjadi sunnatullah sehingga diantara mereka terdapat kelebihan dan kekurangan, dengan adanya perbedaan dan keragaman kemampuan pasti ada perbedaan di bidang akademik dan non akademik, termasuk dalam hal minat dan keterampilan. Dalam pembelajaran Pendidikan Agama Islam, ada salah satu indicator dan tujuan pembelajaran yang harus di capai oleh peserta didik untuk bisa membaca ayat-ayat al Qur’an dengan baik dan benar. Berdasarkan pengamatan, diantara peserta didik masih ada yang tidak bisa atau kurang mampu dalam hal membaca Al Qur’an dengan baik dan benar. Untuk mengatasi hal itu, harus ada langkah tepat dan cepat yang akan di lalukan oleh penulis agar peserta didik bisa semangat dan termotivasi dalam mengikuti pembelajaran, khususnya belajar membaca ayat –ayat Al Qur’an, sehingga tujuan pembelajaran dapat tercapai dengan baik. Langkah pertama yang akan di lakukan yaitu mengadakan perbaikan pada Rencana Pelaksanaan Pembelajaran( RPP) melalui penerapan kegiatan lesson Study. Dalam kegiatan Lesson Study ada tiga tahap yang akan di lakukan, yaitu tahap PLAN (merencanakan), tahap DO (melaksanakan), dan tahap SEE (refleksi), ke tiga tahap ini di lakukan sekaligus dalam 1 siklus, dan di laksanakan secara berkelanjutan. Lesson Study merupakan salah satu cara yang efektif untuk memperbaiki proses pembelajaran yang bisa meningkatkan hasil belajar peserta didik.