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Abstrak :
Since young learners get bored easily, English teachers should be creative in designing the instruction in order to make it interesting for the students. One of the ways that can be done by the English teachers to make their teaching and learning process becomes an interesting activity is by providing good teaching media. It is believed that young learners love story and colorful teaching media. Therefore, this article aims at explaining how to create a colorful digital comic strip and how to use it for teaching English. Specifically, this article discusses about: (1) the role of story in teaching English for young learners; (2) how to design and develop a digital comic strip; (3) how to teach English for young learners using a digital comic strip; and (4) the benefits of teaching English for young learners using a digital comic strip. It is expected that this article could give enough information for those English teachers who want to teach English for young learners using a digital comic strip.

Abstrak :
Researchers have explored many methods to create a supportive learning environment in order to make students learn more effectively in class. Affective filter is one of the crucial factors that teachers have to pay attention to in order to do so, especially when it comes to teaching young learners who may find learning a new language more difficult. This research is going to discuss how the use of nursery rhymes helps lowering young learners’ affective filter, and whether the students’ proficiency makes a difference. Qualitative and quantitative research obtained from interviews and observation were done to six kindergarten students in Bogor. The results were then analysed by using paired t-test and descriptive analysis. Through the findings, this case study suggests that the use of nursery rhymes lowers the students’ affective filter, and their motivation, attitude, anxiety, and self-confidence have some differences depending on their level of proficiency and personality. ......Para peneliti telah mengeksplorasi banyak metode untuk menciptakan lingkungan belajar yang mendukung agar siswa belajar lebih efektif di kelas. Filter afektif adalah salah satu faktor penting yang harus diperhatikan guru untuk melakukannya, terutama dalam hal mengajar anakanak yang mungkin merasa belajar bahasa baru lebih sulit. Penelitian ini akan membahas bagaimana penggunaan lagu anak-anak membantu menurunkan filter afektif mereka, dan apakah terdapat perbedaan pada tingkat kemahiran siswa. Penelitian kualitatif dan kuantitatif diperoleh dari wawancara dan observasi yang dilakukan terhadap enam siswa TK di Bogor. Hasilnya kemudian dianalisis dengan menggunakan uji t berpasangan dan analisis deskriptif. Melalui temuan, studi kasus ini menunjukkan bahwa penggunaan lagu anak-anak menurunkan filter afektif siswa, motivasi, sikap, kecemasan, dan kepercayaan diri mereka memiliki beberapa perbedaan tergantung pada tingkat kemahiran dan kepribadian mereka ......Researchers have explored many methods to create a supportive learning environment in order to make students learn more effectively in class. Affective filter is one of the crucial factors that teachers have to pay attention to in order to do so, especially when it comes to teaching young learners who may find learning a new language more difficult. This research is going to discuss how the use of nursery rhymes helps lowering young learners’ affective filter, and whether the students’ proficiency makes a difference. Qualitative and quantitative research obtained from interviews and observation were done to six kindergarten students in Bogor. The results were then analysed by using paired t-test and descriptive analysis. Through the findings, this case study suggests that the use of nursery rhymes lowers the students’ affective filter, and their motivation, attitude, anxiety, and self-confidence have some differences depending on their level of proficiency and personality.

Abstrak :
Tesis ini membahas pemanfaatan portofolio sebagai sumber informasi tentang proses belajar oleh pembelajar bahasa Inggris untuk pemelajar muda. Penelitian yang dilakukan merupakan penelitian kualititatif berjenis studi kasus. Seorang pembelajar bahasa Inggris menjadi partisipan dalam penelitian ini. Data diperoleh dari pelaksanaan wawancara, prosedur stimulated recall, jurnal mingguan, serta sejumlah dokumen terkait seperti rencana pembelajaran dan laporan hasil belajar. Hasil penelitian menunjukkan bahwa partisipan dapat memanfaatkan portofolio untuk mengidentifikasi kelemahan, kekuatan dan kebutuhan pemelajar serta merancang praktik pembelajaran yang efektif bagi mereka. Partisipan dapat memanfaatkannya untuk mengidentifikasi ketiga aspek itu pada awal masa eksplorasi topik; memutuskan aspek yang perlu diasah, materi pembelajaran yang sesuai dan strategi pembelajaran yang tepat untuk topik terkait; memantau perkembangan pemelajar; serta memutuskan kelanjutan pembahasan topik. Partisipan juga memiliki persepsi positif tentang praktik pemanfaatan portofolio sebagai sumber informasi tentang proses belajar karena merasa terbantu oleh portofolio meski mengalami kendala teknis. Penelitian ini juga mengungkap sejumlah temuan dan isu yang kompleks terkait pemanfaatan portofolio, seperti penggunaannya bersama asesmen lain, penggunaan portofolio digital, sistem penerapan portofolio, serta kaitan antara portofolio dengan kemahiran membaca dan menulis pemelajar muda. Hasil penelitian ini memberikan tambahan wawasan yang lebih spesifik mengenai bagaimana pembelajar dapat memanfaatkan portofolio. Penelitian selanjutnya dapat mengeksplorasi lebih dalam tentang praktik pemanfaatan portofolio di kelas yang berukuran lebih besar; faktor-faktor yang memengaruhi pemanfaatan portofolio oleh pembelajar; manfaat bentuk asesmen alternatif lain terhadap pemelajar dan pembelajar; pemanfaatan lebih dari satu bentuk asesmen secara bersamaan; dan penggunaan teknologi dalam asesmen terhadap pemelajar bahasa muda. ......This thesis discusses the use of portfolio as a source of information about learning process by an English teacher for young learners. The research employed a qualitative study called case study. An English teacher acted as a participant in this study. Data were obtained from interviews, stimulated recall procedures, a weekly journal, as well as related documents that include lesson plans and term reports. The results indicate that the participant could use portfolio to identify learners weaknesses, strengths and needs as well as design effective teaching practices for them. The participant could use it to identify the three aspects as she started exploring a topic; determine aspects that needed to be developed, suitable teaching materials dan appropriate teaching strategies for the topic; monitor learners development; and decide whether it was necessary to continue exploring the topic. The participant also has a positive perception about using portfolio as a source of information about learning process as she found it helpful, even though she also experienced technical difficulties when using it. This study also reveals findings and issues that are related to the use of portfolio, such as the use of portfolio with other forms of assessment, the use of digital portfolio, the portfolio implementation system, as well as the relationship between portfolio and young learners reading and writing skills. The results of this study provide new, more specific insights about how teachers can utilize portfolio. Future research can explore more on the use of portfolio in bigger classrooms; factors that influence the ways teachers use portfolio; the benefits of using other forms of alternative assessments for students and teachers; the practice of using more than one form of assessment simultaneously; and the use of technology in assessing young language learners.