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Diorama as an Interactive Tool for Learning House Vocabulary: Diorama sebagai Media Interaktif untuk Pembelajaran Kosakata Rumah
Abstract
General Background: Effective learning media are crucial for enhancing language acquisition among elementary school students. Specific Background: Traditional teaching methods may not adequately engage students, highlighting the need for innovative approaches that foster interactive learning environments. Knowledge Gap: There is a lack of research on the application of three-dimensional teaching tools, such as dioramas, in vocabulary acquisition for English language learners. Aims: This study aims to develop a diorama as an interactive medium to teach house-related vocabulary in English to elementary school students. Results: The diorama features a visually appealing three-dimensional design and incorporates vocabulary targets identified by numbered sections. It employs velcro or fabric adhesive to facilitate the removal and placement of vocabulary terms, allowing students to match words with corresponding parts of the diorama. Novelty: This approach combines tactile and visual learning strategies, enhancing students' engagement and motivation in learning English vocabulary. Implications: The implementation of the diorama as a learning tool can significantly improve students' understanding of vocabulary, making it easier for them to connect words with their meanings through interactive activities in reading and speaking exercises. This innovative resource offers educators a novel method to enhance language learning in a classroom setting. Highlights: Interactive Learning: The diorama fosters engagement by allowing hands-on interaction with vocabulary. Visual Aid: Its three-dimensional design helps students better understand and remember target vocabulary. Motivation Boost: The innovative format encourages students to participate actively in English learning. Keywords: diorama, vocabulary, interactive learning, English education, elementary students
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Social studies learning still needs to be more optimal. This problem is motivated by the need for more relevant learning media. This results in students tending to be passive and affecting learning outcomes, which are still low. This research aims to develop 3-dimensional diorama media for social studies lesson content in elementary school classes. This type of research is in the form of research and development, the Borg and Gall development model. Data collection techniques include tests and non-tests in the form of observations, interviews, tests, questionnaires, and documentation. The data collection instruments are in the form of questionnaires and test questions. Data analysis techniques use product data analysis, Kolmogorov-Smirnov normality test data analysis, paired t-test, and N-Gain test. The research results show that 3-dimensional diorama media is suitable for use with a percentage of media expert assessment of 81.25% and material experts of 94.4%. The t-test results show that the media used is effective in learning to improve social studies learning outcomes on the content of National Events Around the Proclamation of Independence. The N-Gain test results show an increase in social studies learning outcomes. It was concluded that 3-dimensional diorama media was effective and suitable for social studies learning. The research implication is that 3-dimensional diorama media can be used to improve social studies learning outcomes for students.
English Education Study Program FKIP Almuslim University's third-semester students sometimes have trouble speaking the language. This is brought on by a fear of making a mistake, a lack of language knowledge, and a poor grasp of pronunciation. By utilizing effective and engaging teaching strategies and media, lecturers in the Speaking course must assist their students in resolving this issue. Diorama, particularly digital diorama, is an effective teaching tool because it is a specific three-dimensional media that illustrates or explains anything in miniature. This research was to find how the effect of using diorama in teaching students’ speaking skill ability in increasing students’ speaking skill ability. The population of these study students of in third semester of English Education Study Program of FKIP Almuslim University with 15 students. In order to see the students’ improvement on speaking skill, the procedure of quantitative data with analytic scoring rubric formulated by Oller (1979). This is the one group pre-test and post-test. The pre-test was used for knowing the skill of the students before use diorama activities. After giving the treatment, the students got the post test. The one-tailed paired-samples t-test was used to examine the effect of using diorama in teaching students’ speaking skill ability in increasing students. This result showed that digital diorama model influenced the enhancement of speaking skill after being trained with using digital diorama model.
The research entitled The Use of Diorama Learning Media on Student Motivation in Class X Social Sciences 2 SMA Negeri 1 Rundeng District". This study aims to determine the effect of using diorama learning media on students' motivation to learn history at SMA Negeri 1 Rundeng District. This study uses a qualitative approach while the type of research is descriptive. The subjects in this study were all students of class X IPS 2 SMA Negeri 1 Rundeng District, totaling 17 students. Sampling technique using purposive sample or sample purpose. selecting this sample was based on the teacher's reference which allowed the data collection techniques to be used were observation, interviews and documentation.Meanwhile, the data analysis technique in this study begins with data reduction, then data model (data display), and ends with verification (conclusion) Based on the data analysis carried out, the average level of motivation obtained by students in class X IPS 2 SMA Negeri 1 R undeng District is highly motivated. Based on the calculation of the percentage scores obtained by students in class X IPS 2 consisting of 82%, 90%, 94%, 96%, 98%, 100% and if added as a whole, the average percentage score is 88%, the results fall into the category very motivated. It can be concluded that there is an effect of using diorama learning media on the motivation to learn the history of students in class X IPS 2 SMA Negeri 1 Rundeng District.
Engaged students are emotionally invested in their learning and sustain concentration on one task for long periods of time. They feel compelled to seek new learning opportunities to deepen their understanding. All students should have the opportunity to experience engaging school learning environments. However, falling high school graduation rates in many US states and fewer adolescents enrolling in postsecondary education after high school are evidence of declining student engagement. In the critical Science, Technology, Engineering, and Mathematics (STEM) disciplines, most students have reported low engagement. This article argues that the secondary STEM education system must prioritize student engagement which will result in improved student achievement and persistence in STEM college and career pathways. Existing literature indicates that youth engage deeply with STEM activities when they make meaningful connections to the material through strategies like project-based learning which blur the line between classroom and community. This article proposes systems changes to improve student engagement including new data systems to measure and track student engagement, supporting teachers in transforming their practice, and leveraging STEM community assets to create authentic learning experiences. Examples of these changes are used throughout the article demonstrate new possibilities to improve the student experience in high school STEM education.
Learning media is a tool or intermediary that facilitates teaching and learning process and communication between teachers and students. This research is development research that aims to produce a diorama learning media about the rice field ecosystem food chain that is effective, practical and fun. The subjects of this study were 47 fourth graders from a public elementary school in Donowarih, East Java. This study concludes that the use of media in the learning process have impacts on teachers, students and the learning process in the classroom. In designing learning media, several steps must be considered, namely; media must be designed as simple as possible so that students are clear and easy to understand, media must be designed according to the subjects taught, media design is not too complicated and confuse children, the design of the media should use simple and easily available materials, but should not reduce the meaning and function of the media itself, and media can be designed in the form of models, pictures, structured charts, etc, but the materials are cheap and easy to get, so the teacher will have no trouble designing problematic media. Further researchers can use and develop this research and examine more sources and references.
This study attempted to investigate teachers, students, and schools' readiness in conducting English programs for young learners in Indonesia. Therefore, the participants of this study were from three aspects, as mentioned above. There were two levels of schools involved in this study. Those were elementary and pre-school levels consisted of 10 elementary school teachers, pre-school teachers, elementary and preschool students, elementary and pre-school schools in several areas of Indonesia. The data were collected through the questionnaire and focused on their readiness to conduct English at their level. This study showed that students’ readiness to learn English was very high even though they often encounter obstacles or difficulties in the process of learning English in class. Meanwhile, facilities readiness to support the teaching-learning English process was not fully complete; the conditions and facilities were limited. On the other hand, the teacher readiness was high, although they lack confidence in using English in the classroom, and it was found that the teacher's educational background became one of the reasons. Additionally, teacher training was stated to be needed to develop their professionalism. However, they also stated that they had not joined that training yet. Therefore, less professional development training became a factor in decreasing the teacher readiness to teach at elementary and kindergarten levels.
This article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary education in highly diverse Indonesia where 707 living languages co-exist and struggle to find space in its linguistic ecology. The discussion will provide insights into how factors such as educational policies, ideologies as well as sociocultural and religious values are in contestation in shaping research into and the practice of English language education in the complex, dynamic and polycentric sociolinguistic situation of Indonesia, which has been recently conceptualized as superglossia (Zein, 2020). It is hoped our insights will help inform other multilingual contexts facing the unprecedented need for transforming English language education in this increasingly globalized world.
Using a digital story to teach English to pupils in primary schools is not a new enterprise in the field of TESOL. However, this learning platform remains under-practiced in Asian primary schools where English is socio-politically viewed as a foreign language. To fill this gap, we implemented digital storytelling (DST) to engage children in the creation of digital stories and in learning to mean in a multimodal way. This article specifically describes our experience of using DST as pedagogical innovation with pupils of 10-12 years old. In this DST project, pupils jointly created digital stories as multimodal texts. In this respect, they utilized different linguistic resources (e.g., Javanese, Bahasa Indonesia, and English) as well as visual and technological affordances, which assisted them in voicing their real-life experience through digital stories. The practical implication of the project is that primary school teachers of English can experiment with DST to engage pupils in meaningful project-based language learning.
One of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.
In response to the need for teaching English in primary education, this exploratory case study examines the enactment of English as a locally-tailored school subject in Indonesian primary schools. Data of this study were collected from multiple interviews with six English teachers teaching in two Indonesian primary schools that offer English as an additional language (EAL). The findings reveal that the status of English as a locally-tailored school subject brings about such problems as no official curriculum guidelines, English teachers’ quality, and a lack of learning resources and facilities. Drawing on these findings, policy recommendations are discussed in this article.
The Effect of Learning Media on Students’ Academic Achievement at Elementary School
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- Darsono Mujiati
Engaging young learners of English in a genre-based digital storytelling project
- H P Widodo
Development of diorama based learning media to improve Eeementary school students’ creative thinking ability
- W Melinda
- Y D Ariyani