Article Sidebar
Main Article Content
Abstract
Background: Pengajaran Bahasa Inggris di pendidikan anak usia dini semakin berkembang, namun guru menghadapi tantangan seperti keterbatasan kemahiran dan kurangnya kepercayaan diri. Oleh karena itu, pengabdian masyarakat ini bertujuan untuk memberdayakan guru kelompok bermain dan TK agar lebih percaya diri dan kompeten dalam menggunakan Bahasa Inggris sebagai bahasa pengantar di kelas. Metode: Partisipan dalam penelitian ini adalah 32 guru kelompok bermain dan taman kanak-kanak dari sebuah sekolah swasta di Surakarta, Jawa Tengah, Indonesia. Kegiatan pengabdian masyarakat ini terdiri dari beberapa tahapan, seperti analisis kebutuhan guru, elisitasi rancangan materi, lokakarya, dan evaluasi. Hasil: Setelah mengikuti kegiatan pengabdian ini, para guru merasakan manfaat lokakarya, dengan peningkatan kepercayaan diri dalam berbicara bahasa Inggris dan pemahaman yang lebih baik terhadap materi karena relevansi dengan praktik mengajar mereka. Selain itu, interaksi aktif dan kerja sama dalam diskusi kelompok meningkatkan keterampilan serta kesiapan mereka dalam menerapkan bahasa Inggris di kelas. Kesimpulan: Para guru menghargai pendekatan praktis dan penerapan langsungnya pada kebutuhan pengajaran mereka.
Keywords
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
- Adamson, R. D. (2010). English for young learners in Mainland China and Hong Kong: Opportunities and dilemmas. In International Conference on Teaching and Learning of English for Children in Early Years in the Asia Pacific Region.
- Alenezi, H., Ihmeideh, F. M., & Alshaboul, Y. (2023). Kindergarten teachers’ challenges in teaching English as a foreign language to children. International Journal of Early Years Education, 31(3), 722-737.
- August, D., and T. Shanahan. 2006. “Synthesis: Instruction and Professional Development.” In Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language Minority Children and Youth, edited by D. August and T. Shanahan, 351–364. Mahwah, NJ: Lawrence Erlbaum Associates.
- Brown, C. P., & Englehardt, J. (2016). Conceptions of and early childhood educators’ experiences in early childhood professional development programs: A qualitative metasynthesis. Journal of Early Childhood Teacher Education, 37(3), 216–244. https://doi.org/10.1080/10901027.2016.1204574
- Calderón, M., Slavin, R., & Sanchez, M. (2011). Effective instruction for English learners. The future of children, 21(1), 103-127.
- Çimer, S. O., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33(1), 31-41.
- Crawford, L., M. Schmeister, and A. Biggs. 2008. “Impact of Intensive Professional Development on Teachers’ Use of Sheltered Instruction with Students who are English language learners.” Journal of In-Service Education, 34(3), 327–342.
- Eun, B. (2011). A Vygotskian theory‐based professional development: Implications for culturally diverse classrooms. Professional development in education, 37(3), 319-333.
- Getenet, S., Trimble, A., & Nailon, D. (2013). Perspectives on professional development in Australian education: some realities of Standards-based professional development. International Journal of Innovative Interdisciplinary Research, 2(2), 34-48.
- Goble, C. B., Horm, D. M., Atanasov, A. M., Williamson, A. C., & Choi, J. Y. (2015). Knowledge and beliefs of early childhood education students at different levels of professional preparation. Journal of Early Childhood Teacher Education, 36(3), 211–231. https://doi.org/10.1080/10901027.2015.1062831
- Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.
- Hegde, A, Hewett, B. & Terrell, E. (2016). Examination of teachers’ preparedness and strategies used to teach English language learners in kindergarten.Early Child Development and Care,188(6), 774-784.
- Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037=a0027238
- Hu, B. Y., Dieker, L., Yang, Y., & Yang, N. (2016). The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education, 57, 39-50.
- Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford, UK: Oxford University Press.
- King, N. (2004). Using templates in the thematic analysis of text. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 257–270). London, UK: Sage.
- Lara-Alecio, R., F. Tong, B. J. Irby, and G. P. Mathes. 2009. Teachers’ Pedagogical Differences Among Bilingual and Structured English Immersion Kindergarten Classrooms in a Randomized Trial Study. Bilingual Research Journal 32 (1), 77–100. https://doi.org/10.1080/15235880902965938
- Lee, O., and C. Buxton. 2013. Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners. Theory into Practice 52, 110–117. https://doi.org/10.1080/00405841.2013.770328
- Lesaux, N. K. and P. Gamez. 2012. Examining Classroom Talk in the San Diego Unified School District. Council of the Great City Schools. Language diversity and literacy development research group, Harvard University. http://www.cgcs.org/cms/lib/DC00001581/Centricity/ Domain/85/SanDiego_2012.pdf.
- Liu, M., Hedges, H., & Cooper, M. (2024). Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features. Professional Development in Education, 50(2), 420-438.
- Lizzio, A., Wilson, K. L., Gilchrist, J., & Gallois, C. (2003). The role of gender in the construction and evaluation of feedback effectiveness. Management Communication Quarterly, 16(3), 341-379.
- Nafissi, Z., & Shafiee, Z. (2020). Teachers’ roles in early childhood English language pedagogy: beliefs of kindergarten English language teachers. Journal of Early Childhood Teacher Education, 41(3), 306-324.
- Nowell, L. S. Norris1, J. M., White D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13.
- Ostovar-Nameghi, S. A., & Sheikhahmadi, M. (2016). From teacher isolation to teacher collaboration: Theoretical perspectives and empirical findings. English Language Teaching, 9(5), 197-205.
- Pekrun, R. (2014). Emotions and learning. Genova, Switzerland: International Bureau of Education, UNESCO.
- Pitt, E., & Norton, L. (2017). ‘Now that’s the feedback I want!’Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education, 42(4), 499-516.
- Richards, J. C., & Farrell T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New York, NY: Cambridge University Press.
- Rixon, S. (2015). Primary English and critical issues: A worldwide perspective. In J. Bland (Ed.), Teaching English to young learners: Critical issues in language teaching with 3-12-year-old (pp. 31–50). Bloomsbury.
- Stelma, J., & Kostoulas, A. (2021). The intentional dynamics of TESOL. Walter de Gruyter GmbH & Co KG.
- Tong, F., Luo, W., Irby, B. J., Lara-Alecio, R., & Rivera, H. (2017). Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism, 20(3), 292-313.
- Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students' approaches to learning, experienced emotions and outcomes of learning. Studies in higher education, 37(7), 811-824
- Whorrall, J., & Cabell, S. Q. (2016). Supporting children’s oral language development in the preschool classroom. Early Childhood Education Journal, 44(4), 335–341. https://doi.org/10.1007/s10643-015-0719-0
References
Adamson, R. D. (2010). English for young learners in Mainland China and Hong Kong: Opportunities and dilemmas. In International Conference on Teaching and Learning of English for Children in Early Years in the Asia Pacific Region.
Alenezi, H., Ihmeideh, F. M., & Alshaboul, Y. (2023). Kindergarten teachers’ challenges in teaching English as a foreign language to children. International Journal of Early Years Education, 31(3), 722-737.
August, D., and T. Shanahan. 2006. “Synthesis: Instruction and Professional Development.” In Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language Minority Children and Youth, edited by D. August and T. Shanahan, 351–364. Mahwah, NJ: Lawrence Erlbaum Associates.
Brown, C. P., & Englehardt, J. (2016). Conceptions of and early childhood educators’ experiences in early childhood professional development programs: A qualitative metasynthesis. Journal of Early Childhood Teacher Education, 37(3), 216–244. https://doi.org/10.1080/10901027.2016.1204574
Calderón, M., Slavin, R., & Sanchez, M. (2011). Effective instruction for English learners. The future of children, 21(1), 103-127.
Çimer, S. O., Çakır, İ., & Çimer, A. (2010). Teachers’ views on the effectiveness of in‐service courses on the new curriculum in Turkey. European Journal of Teacher Education, 33(1), 31-41.
Crawford, L., M. Schmeister, and A. Biggs. 2008. “Impact of Intensive Professional Development on Teachers’ Use of Sheltered Instruction with Students who are English language learners.” Journal of In-Service Education, 34(3), 327–342.
Eun, B. (2011). A Vygotskian theory‐based professional development: Implications for culturally diverse classrooms. Professional development in education, 37(3), 319-333.
Getenet, S., Trimble, A., & Nailon, D. (2013). Perspectives on professional development in Australian education: some realities of Standards-based professional development. International Journal of Innovative Interdisciplinary Research, 2(2), 34-48.
Goble, C. B., Horm, D. M., Atanasov, A. M., Williamson, A. C., & Choi, J. Y. (2015). Knowledge and beliefs of early childhood education students at different levels of professional preparation. Journal of Early Childhood Teacher Education, 36(3), 211–231. https://doi.org/10.1080/10901027.2015.1062831
Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312(5782), 1900–1902.
Hegde, A, Hewett, B. & Terrell, E. (2016). Examination of teachers’ preparedness and strategies used to teach English language learners in kindergarten.Early Child Development and Care,188(6), 774-784.
Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037=a0027238
Hu, B. Y., Dieker, L., Yang, Y., & Yang, N. (2016). The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education, 57, 39-50.
Jenkins, J. (2007). English as a Lingua Franca: Attitude and identity. Oxford, UK: Oxford University Press.
King, N. (2004). Using templates in the thematic analysis of text. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 257–270). London, UK: Sage.
Lara-Alecio, R., F. Tong, B. J. Irby, and G. P. Mathes. 2009. Teachers’ Pedagogical Differences Among Bilingual and Structured English Immersion Kindergarten Classrooms in a Randomized Trial Study. Bilingual Research Journal 32 (1), 77–100. https://doi.org/10.1080/15235880902965938
Lee, O., and C. Buxton. 2013. Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners. Theory into Practice 52, 110–117. https://doi.org/10.1080/00405841.2013.770328
Lesaux, N. K. and P. Gamez. 2012. Examining Classroom Talk in the San Diego Unified School District. Council of the Great City Schools. Language diversity and literacy development research group, Harvard University. http://www.cgcs.org/cms/lib/DC00001581/Centricity/ Domain/85/SanDiego_2012.pdf.
Liu, M., Hedges, H., & Cooper, M. (2024). Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features. Professional Development in Education, 50(2), 420-438.
Lizzio, A., Wilson, K. L., Gilchrist, J., & Gallois, C. (2003). The role of gender in the construction and evaluation of feedback effectiveness. Management Communication Quarterly, 16(3), 341-379.
Nafissi, Z., & Shafiee, Z. (2020). Teachers’ roles in early childhood English language pedagogy: beliefs of kindergarten English language teachers. Journal of Early Childhood Teacher Education, 41(3), 306-324.
Nowell, L. S. Norris1, J. M., White D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13.
Ostovar-Nameghi, S. A., & Sheikhahmadi, M. (2016). From teacher isolation to teacher collaboration: Theoretical perspectives and empirical findings. English Language Teaching, 9(5), 197-205.
Pekrun, R. (2014). Emotions and learning. Genova, Switzerland: International Bureau of Education, UNESCO.
Pitt, E., & Norton, L. (2017). ‘Now that’s the feedback I want!’Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education, 42(4), 499-516.
Richards, J. C., & Farrell T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. New York, NY: Cambridge University Press.
Rixon, S. (2015). Primary English and critical issues: A worldwide perspective. In J. Bland (Ed.), Teaching English to young learners: Critical issues in language teaching with 3-12-year-old (pp. 31–50). Bloomsbury.
Stelma, J., & Kostoulas, A. (2021). The intentional dynamics of TESOL. Walter de Gruyter GmbH & Co KG.
Tong, F., Luo, W., Irby, B. J., Lara-Alecio, R., & Rivera, H. (2017). Investigating the impact of professional development on teachers’ instructional time and English learners’ language development: a multilevel cross-classified approach. International Journal of Bilingual Education and Bilingualism, 20(3), 292-313.
Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students' approaches to learning, experienced emotions and outcomes of learning. Studies in higher education, 37(7), 811-824
Whorrall, J., & Cabell, S. Q. (2016). Supporting children’s oral language development in the preschool classroom. Early Childhood Education Journal, 44(4), 335–341. https://doi.org/10.1007/s10643-015-0719-0