This research investigated the effect of using synthetic phonics for teaching Indonesian young le... more This research investigated the effect of using synthetic phonics for teaching Indonesian young learners to read in English and Indonesian. Since English orthography is very different from Indonesian orthography, the use of synthetic phonics for teaching Indonesian young EFL learners to read in English potentially affects the development of their skills to read in Indonesian. To verify this assumption, the researchers analyzed the development of the skills for decoding English and Indonesian sounds represented by ‘a’, ‘u’, and ‘o’ within five months in K-2 students from two kindergartens. In one kindergarten, the teacher used synthetic phonics to teach English. In the other, the teacher used the MIKids program. The results of this research indicate that the synthetic phonics method might be less effective when it is used for teaching reading in English in Indonesia. In addition, it can potentially impede the development of skills for reading in Indonesian.
Enhancing Children’s Interest in Reading Through Storytelling
The purpose of this community service is to enhance the interest of young children in the element... more The purpose of this community service is to enhance the interest of young children in the elementary level to read by using storytelling. It is important to develop the love to read from early on since the mastery of reading skills has many benefits. In this community service, the committee performed storytelling to 75 third grade students at the elementary level. During the service, some data were collected to evaluate if storytelling could make the participants interested to read a given reading material. The collected data were answers to two questionnaires and a comprehension test. The results of the analysis showed that out of the 75 participants, 27 of them, actually had low interest in reading, eventually read the given reading material after watching the storytelling. In addition, all participants stated that they enjoyed the storytelling performance. These findings indicate that storytelling is potentially able to enhance the interest in reading, in particular in young chil...
Indonesian ke-/-an verbs have a complex argument structure. Similarly to Indonesian passive di- v... more Indonesian ke-/-an verbs have a complex argument structure. Similarly to Indonesian passive di- verbs, ke-/-an verbs never have an agentive NP in the subject position and their subject NPs must be definite. However, unlike passive di- verbs, these verbs generally cannot be followed by an agentive prepositional phrase. In addition, when ke-/-an verbs have two arguments, the applied argument appears in the subject position instead of the internal one. In this study, the structure of Indonesian ke-/-an verbs is analyzed by using the Distributed Morphology framework (Folli dan Harley, 2002; Kratzer, 1996; Marantz, 1997; among others). Based on the verbs’ distribution and interpretation, this study argues that of ke-/-an verbs are derived by attaching the ke-/-an circumfix, which is an overt representation of a verbalizing head, to the projection of ROOT.
This is a preliminary study to investigate the possible relationship between phonological awarene... more This is a preliminary study to investigate the possible relationship between phonological awareness and word learning. The subjects of this study were 18 elementary students in the second grade. The subjects were first given three phonological awareness tests to measure their level of phonological awareness. Based on the results of the phonological awareness tests, the subjects were divided into the high and low phonological awareness groups. Afterwards, the subjects in both groups were taught 10 new words, followed by a vocabulary test to examine their ability in learning the new words. The results of the vocabulary test showed that the high phonological awareness group performed slightly better than the low phonological awareness group. This finding supports the assumption that L2 learners’ ability to learn L2 vocabularies is affected by their phonological awareness. Keyword: Phonological Awareness, Word Learning
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