Publication Search

This study describes the availability and utilization of Central Kalimantan folklore books in elementary school learning in Kahayan Tengah District, Pulang Pisau Regency. Folklore has potential as a contextual learning medium that strengthens students' character and cultural literacy. The research employed a descriptive qualitative approach with observation, in-depth interviews, and documentation in three randomly selected elementary schools: SDN Tuwung 1, SDN Tuwung 2, and SDN Bukit Rawi 1. The findings reveal that the availability of Central Kalimantan folklore books is uneven. SDN Tuwung 1 possesses several bilingual books from the Central Kalimantan Language Center. SDN Bukit Rawi 1 has only two anthology titles in fairly good physical condition. SDN Tuwung 2 has only one local folklore book. The utilization of folklore books in learning remains incidental and has not been systematically integrated into the curriculum. The most frequently used methods are read-aloud and oral storytelling. Follow-up activities such as rewriting or dramatization are rarely conducted. The main challenges include limited book collections, lack of curriculum integration, and minimal teacher training. Nevertheless, students' enthusiasm for folklore is considerably high, indicating significant opportunities to develop literacy programs based on Central Kalimantan folklore. This study recommends more equitable book collection provision, integration of folklore into learning modules, and teacher training to innovatively utilize folklore in the learning process.

This study investigates code-switching strategies between Indonesian and the Maumere local language in academic Indonesian language learning at the university level. In many higher education contexts, the dominance of standard Indonesian as the sole medium of instruction often creates cognitive, linguistic, and cultural distance for students who come from strong local language backgrounds. This qualitative study aims to describe the forms, pedagogical functions, and academic implications of Maumere–Indonesian code-switching in classroom interaction. Employing a case study design, data were collected through classroom observations, in-depth interviews with lecturers and students, and analysis of learning documents. The findings reveal that code-switching occurs systematically at the opening of lessons, during the explanation of abstract concepts, and in small-group discussions. The Maumere language functions as a cognitive and affective bridge that facilitates comprehension, increases student participation, and strengthens academic literacy. The study concludes that pedagogically controlled code-switching supports additive bilingualism and contributes positively to inclusive, contextual, and culturally responsive academic learning in multilingual higher education settings.

This study explores the integration of Indonesian and the Maumere local language in academic learning, particularly in the Indonesian Language course at Universitas Muhammadiyah Maumere. The research is grounded in concerns over the weakening of local linguistic identity within higher education and the dominance of monolingual academic practices that often marginalize students’ cultural backgrounds. The objective of this study is to analyze how the integration of local language and cultural texts can strengthen students’ literacy skills, linguistic competence, and local identity awareness. Employing a qualitative approach, data were collected through classroom observations, in-depth interviews with students and lecturers, and document analysis of learning materials and student assignments. The findings reveal that the use of Maumere language elements such as traditional narratives, expressions, and cultural concepts facilitates deeper comprehension, encourages critical literacy, and enhances students’ engagement in academic discourse. The integration strategy also supports students’ ability to bridge everyday language practices with formal academic Indonesian. This study implies that culturally responsive and bilingual oriented learning can serve as an effective pedagogical strategy in higher education, particularly in multilingual contexts, while simultaneously contributing to the preservation of local languages and the development of inclusive academic literacy.

In the era of globalization, language proficiency in early childhood is crucial for supporting their cognitive and social development. At RA Masjid Al Akbar Surabaya, a bilingual program (Indonesian-English) is implemented for Group B to optimize children's language skills. This study aims to analyze the impact of the bilingual program on children's speaking, listening, and language comprehension aspects. The research method used is descriptive qualitative, with data collection techniques through observation, interviews with teachers and parents, and documentation. The subjects of the study are children in Group B who participate in the bilingual program. The results show a positive impact of the bilingual program on children's language development. Children are able to interact actively in both languages, both in speaking and listening, and show improvements in language comprehension. This bilingual program has proven effective in enhancing children's communication skills and supporting holistic language development from an early age. Therefore, the bilingual program at RA Masjid Al Akbar can be used as a model for developing language skills in early childhood to prepare them for the challenges of globalization in the future.

This study aims to examine in depth the learning strategies implemented in the Bilingual-A class to develop early childhood language skills. The development of language skills in early childhood is an important aspect to consider, as language functions as the main medium for children to communicate, think, and express their feelings and ideas. However, language development problems often arise due to a lack of sufficient linguistic stimulation, both at home and in the learning environment. To address this issue, the study employs a descriptive qualitative approach through observation, in-depth interviews, and documentation involving teachers and children in the Bilingual-A class at RA Masjid Al-Akbar Surabaya. Through this approach, the researcher seeks to obtain a clear picture of how bilingual learning strategies are applied in daily classroom activities. The findings reveal that the applied learning strategies include communicative approaches, the use of enjoyable bilingual songs and games, and various visual media such as pictures, word cards, and teaching aids. The implementation of these strategies has proven effective in enhancing children’s vocabulary mastery, sentence construction ability, and confidence in communicating using two languages. These findings highlight the crucial role of teachers in designing engaging, interactive, and developmentally appropriate learning activities that holistically support children’s language growth.  

Education in the modern era requires innovative approaches to address challenges such as ensuring equal comprehension among students. The Moving Class Mastery Learning (MCML) system implemented by MA Al Irsyad Berbasis Pesantren combines moving class and mastery learning approaches. MCML ensures students deeply understand concepts before progressing to new material, supported by digital technology and specialized teacher training. Initial results show significant improvements in learning motivation and student achievement, with 85% achieving optimal mastery levels. As a pesantren-based institution, MA Al Irsyad integrates the national curriculum with religious studies, emphasizing character education, entrepreneurship, bilingual programs, and local cultural arts training. Comprehensive evaluations ensure academic and character development. This approach reflects MA Al Irsyad's commitment to nurturing religious, competent individuals ready to meet global challenges.

Bilingual learning in the current era of globalization, especially in English, plays an important role in international communication in various fields such as development, technology, economy, and education. With globalization, the need for English language skills is increasingly felt. The introduction of foreign language education is an important step in answering the demands of the globalization era. The purpose of this study was to determine the interactive process in bilingual learning in students' language skills, creative strategies in bilingual learning in students' language skills, and productivity in bilingual learning in students' language skills at SDI Kreatif The Naff Mojoroto Kediri. This research uses a qualitative approach and descriptive research type. Data collection techniques include observation, interviews, and documentation. Data analysis techniques include data reduction, data presentation, and conclusion drawing. The results of the study explain: The interactive process at SDI Kreatif The Naff Kediri starts with using simple words and phrases to communicate in two languages. In this case, using speakers for vocabulary addition every day, the basic stage of learning alphabets, and the addition of two vocabularies from learning alphabets, as well as one word that they like for each letter of the alphabet. Creative strategies at SDI Kreatif The Naff Kediri in implementing bilingual use strategies such as labeling in each class, students doing recalling and greeting at the end of KBM, and participating in spelling bee competitions and others. The productivity of bilingual learning at SDI Kreatif The Naff Kediri is optimized by using laptop media, participating in study tours, compiling reports, and reading the results of reports in bilingual.

In general, people in the world today have bilingualism to communicate. Without language, a person will not be able to communicate with others. So this language skill must be developed since children are at an early age. Language development begins in infancy and relies on its role in experience, mastery and language growth. Children learn language since infancy where before learning to speak they communicate through crying, smiling and body movements. Learning language is very crucial at the age of before six years. Therefore, early childhood education is a very important vehicle in developing children's language so that this condition can facilitate the development of language skills in early childhood. This study aims to identify the application of bilingual learning in early childhood in the village of Kabuna Haliwen Atambua, East Nusa Tenggara. The design of this study is quantitative with a pre and post control approach. 12 early childhood children in Kabuna Haliwen Atambua Village, East Nusa Tenggara. The largest number of early childhood children is 6 years old, 5 people, 3 people, and 4 years old. gender is male, 7 people and female, 5 people. The Implementation of Bilingual Learning in Early Childhood has increased by 37% from an average of 60% to 97%. The implementation of bilingual learning in early childhood is very important to be implemented in everyday life. Implement the Implementation of Bilingual Learning through simulation activities. Become evidence in the development of English language science, especially in improving the Implementation of Bilingual Learning in Early Childhood.

This research focuses on the implementation of bilingual learning in schools from early childhood which can influence the acquisition and development of a second language and children's cognitive abilities. The aim of this research is to describe theories from the results of several other studies regarding the influence of second language acquisition on the cognitive abilities of bilingual children. The research method used is qualitative with a library study approach to collect information from various library sources that are relevant to the research topic. The data sources in this research were obtained from books and articles that discuss the phenomenon of bilingualism as well as research results that refer to the cognitive abilities of bilingual children. In the results and discussion section, it can be concluded that children's acquisition of a second language can influence cognitive abilities. Bilingual learning makes students more flexible in multilingual environments and provides better opportunities to participate in global society. From a cognitive perspective, bilingual children have better skills than monolingual children. However, the effectiveness of bilingual learning can be achieved if it is facilitated by several supporting factors. Overall, the advantages of bilingual children outweigh the disadvantages