Technology-Enhanced Digital Literacy in the Independent Curriculum for Teaching English in Islamic Early Childhood Education
Abstract
Abstract: The Independent curriculum represents a revitalized approach to education aimed at post-pandemic learning recovery. At the early childhood education level, this curriculum prioritizes fundamental skills such as literacy and numeracy over rote memorization techniques. The integration of digital literacy in English learning aligns with the Independent curriculum's emphasis on optimizing child development in accordance with the Child Development Achievement Level Standard (STPPA). This research adopts a research and development approach using the ADDIE model, comprising Analyze, Design, Develop, Implement, and Evaluate phases. Findings indicate that the developed product is valid and suitable for implementing English teaching in early childhood education, as validated by experts including native speakers, ICT specialists, early childhood educators, Independent curriculum specialists, and preschool teachers. Following testing in five early childhood education schools in Central Java, it was concluded that enhancing digital literacy in English learning for young children reflects the aspirations of the Independent curriculum. This initiative successfully encourages active learning, critical thinking, and the development of character aligned with the Pancasila values among students.
Full Text:
PDFReferences
REFERENCES
Akbari, Z. (2015). Current Challenges in Teaching/Learning English for EFL Learners: The Case of Junior High School and High School. Procedia - Social and Behavioral Sciences, 199, 394–401. https://doi.org/10.1016/j.sbspro.2015.07.524
Almalki, S. (2016). Integrating Quantitative and Qualitative Data in Mixed Methods Research—Challenges and Benefits. Journal of Education and Learning, 5(3), 288. https://doi.org/10.5539/jel.v5n3p288
Behlol, M. G., & Anwar, M. (2011). Comparative Analyses of the Teaching Methods and Evaluation Practices in English Subject at Secondary School Certificate (SSC) and General Certificate of Education (GCE O-Level) in Pakistan. International Education Studies, 4(1), p202. https://doi.org/10.5539/ies.v4n1p202
Chalikandy, M. A. (2013). A Comprehensive Method for Teaching English for Specific Purpose. Arab World English Journal, 4(4).
Çi̇Men, Ş. S., & Bal Gezegi̇N, B. (2021). An Analysis of Theses Written on Teaching English to Young Learners in Turkey. Dil Eğitimi ve Araştırmaları Dergisi, 7(2), 356–370. https://doi.org/10.31464/jlere.958734
Cozma, M. (2015). The Challenge of Teaching English to Adult Learners in Today’s World. Procedia - Social and Behavioral Sciences, 197, 1209–1214. https://doi.org/10.1016/j.sbspro.2015.07.380
Daif-Allah, A. S., & Aljumah, F. H. (2020). Developing the English Language Teaching Skills of Saudi Teachers of Young Learners. English Language Teaching, 13(3), 20. https://doi.org/10.5539/elt.v13n3p20
Drigas, A., & Charami, F. (2014). ICTs in English Learning and Teaching. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 2(4), 4. https://doi.org/10.3991/ijes.v2i4.4016
Faculty of Arts and Social Science, University of Malaya, Malaysia, & Choy, L. T. (2014). The Strengths and Weaknesses of Research Methodology: Comparison and Complimentary between Qualitative and Quantitative Approaches. IOSR Journal of Humanities and Social Science, 19(4), 99–104. https://doi.org/10.9790/0837-194399104
Elya, E. (2022). PENERAPAN SCIENTIFIC APPROACH BERBASIS HIGHER ORDER THINKING SKILLS TERHADAP LITERASI NUMERASI DALAM ASESMEN KOMPETENSI MINIMUM. Pendidikan Guru Madrasah Ibtidaiyah, 1(1), 183-192.
Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), 78. https://doi.org/10.5539/elt.v10n4p78
Gürsoy, E., & Eken, E. (2018). English teachers‟ understanding of the new English language teaching program and their classroom implementations.
Hidayah, K., Naajihah, H. M., & Ahsani, E. L. F. (2022). Penerapan Model Library Based Learning Untuk Meningkatkan Literasi Membaca Siswa Pada Mata Pelajaran Bahasa Indonesia Kelas 3. Sinar Dunia: Jurnal Riset Sosial Humaniora Dan Ilmu Pendidikan, 1(4), 224-236. https://doi.org/10.58192/sidu.v1i4.375
Hyett, N., Kenny, A., & Dickson-Swift, V. (2014). Methodology or method? A critical review of qualitative case study reports. International Journal of Qualitative Studies on Health and Well-Being, 9(1), 23606. https://doi.org/10.3402/qhw.v9.23606
Intarapanich, C. (2013). Teaching Methods, Approaches and Strategies Found in EFL Classrooms: A Case Study in Lao PDR. Procedia - Social and Behavioral Sciences, 88, 306–311. https://doi.org/10.1016/j.sbspro.2013.08.510
Khasawneh, M. A. S. (2021). The Relationship of Curriculum, Teaching Methods, Assessment Methods, and School and Home Environment with Learning Difficulties in English Language from the Students’ Perspectives. Technium Social Sciences Journal, 23, 285–295. https://doi.org/10.47577/tssj.v23i1.4117
Nuraeni, C. (2019). Using Total Physical Response (TPR) Method on Young Learners English Language Teaching. Metathesis: Journal of English Language, Literature, and Teaching, 3(1), 26. https://doi.org/10.31002/metathesis.v3i1.1223
Tabassam, M. (2024). An Exploration of Young Learners’ Motivation Level inLight of TEYL Principles: Private vs. Public Schools in Sialkot.
Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners’ classes: Language teachers’ perceptions. Computer Assisted Language Learning, 33(8), 982–1006. https://doi.org/10.1080/09588221.2019.1618876
Tekin, S., & Baykara, T. (2023). Teaching English to Young Learners: Combining Theory and Practice through Practicum in Pre-service Teacher Education. 5(1).
Tobi, H., & Kampen, J. K. (2018). Research design: The methodology for interdisciplinary research framework. Quality & Quantity, 52(3), 1209–1225. https://doi.org/10.1007/s11135-017-0513-8
Uztosun, M. S. (2018). Professional competences to teach English at primary schools in Turkey: A Delphi study. European Journal of Teacher Education, 41(4), 549–565. https://doi.org/10.1080/02619768.2018.1472569
Refbacks
- There are currently no refbacks.