• Tidak ada hasil yang ditemukan

CHAPTER V CONCLUSION AND SUGGESTION

C. Suggestion

Upon studying the aforementioned research, the researcher has identified several inputs and suggestions, they are:

1. For teachers

Hopefully, this research will inspire teachers to find such a more effective and appropriate way to teach English to elementary school students. In addition, it is hoped that the teacher will implement the other attractive method in the classroom. In addition, many primary school teachers have difficulty teaching English due to a lack of English language skills and insufficient resources for developing effective teaching strategies. Thus, efforts must be made by governments and educational institutions to improve teachers' skills and offer adequate resources for teaching English in elementary schools.

2. For students

It is hoped that the above result can help to enhance the English language proficiency of students. Students can learn that there are numerous enjoyable ways to learn English, which increase their motivation to study the language in class.

3. For others researcher

It is hope that future researchers encouraged to conduct research more thoroughly, so the results are satisfactory.

i

REFERENCES

Asri, M. (2017). Dinamika Kurikulum Di Indonesia. Modelling: Jurnal Program Studi PGMI, 4(2), 192–202.

Astutik, Y., Megawati, F., & Aulina, C. N. (2019). Total physical response (TPR):

How is it used to Teach EFL Young Learners? International Journal of Learning, Teaching and Educational Research, 18(1), 92–103.

https://doi.org/10.26803/ijlter.18.1.7

Brown, H. D. (2014). Principles of language learning and teaching : A course in second language acquisition.

Djamarah, Syaiful Bahri. (2014). Guru dan Anak Didik dalam Interaksi Edukatif.

PT Asdi Mahasatya.

Djauhar, R. (2021). The Grammar - Translation Method , The Direct Method , and The Audio - Lingual Method. 4(1), 84–88.

ENGLISH REMOVAL FOR ELEMENTARY SCHOOL IN 2013 CURRICULUM; A CARELESS OR CAREFUL STEP? Yulian Purnama Islamic State Institute of Purwokerto. (2013).

Goodlad, J. I. (1963). The changing school curriculum. Fund for the Advancement of Education, 3, 1–122. https://eric.ed.gov/?id=ED012247.

Haryanto. (2020). Evaluasi pembelajaran: konsep dan manajemen. In UNY Press.

Hidayat, R., & Patras, Y. E. (2013). Evaluasi Sistem Pendidikan Nasional Indonesia. International Seminar on Quality and Affordable Education (ISQAE), 2, 79–88.

Ilmiah, J., Education, M., Ilmiah, J., & Education, M. (2020). Jurnal Ilmiah Mandala Education. 6(1), 126–136.

Imaniah, I., & Nargis. (2017). Teaching English for Young Learners © 2017 1.

Kemdikbud. (2022). Buku Saku Kurikulum Merdeka; Tanya Jawab. Kementerian Pendidikan Dan Kebudayaan, 1–50.

Kemendikbudristek, (2022). Kebijakan Kurikulum, Jakarta: Badan Standar Kurikulum dan Asesmen Pendidikan.

Kemendikbudristek BSKAP. (2022). Salinan Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 008/H/KR/2022 Tentang Capaian Pembelajaran Pada Pendidikan Anak Usia Dini Jenjang Pendidikan Dasar dan Jenjang Pendidikan. In Kemendikbudristek BSKAP RI (Issue 021).

Kosasih, F., Suparmika, Y., & Azizah, N. (2022). Problems Of Implementing the Independent Curriculum in The Subject of Islamic Religious Education at SDN Selajambe 3 Sukaluyu Cianjur. 6(2), 2801–2804.

Kuntjoyo. (2009). Metode Penelitian.

Lunenburg, F. C. (2011). Theorizing about Curriculum : Conceptions and Definitions. International Journal of Scholarly Academic Intellectual Diversity, 13(1), 1–6. http://www.nationalforum.com/Electronic Journal Volumes/Lunenburg, Fred C. Theorizing about Curriculum IJSAID V13 N1 2011.pdf

Marisa, M. (2021). Inovasi Kurikulum “Merdeka Belajar” di Era Society 5.0.

Santhet: (Jurnal Sejarah, Pendidiikan Dan Humaniora), 5(1), 72.

ii https://doi.org/10.36526/js.v3i2.e-ISSN

McTighe, J., Wiggins, G., Warso, A. W. D. D., Zahroh, S. H., Parno, Mufti, N., &

Anggraena, Y. (2017). Pembelajaran dan Penilain. Seminar Pendidikan IPA Pascasarjana UM, 123.

Megawati, F., & Mandarani, V. (2016). Speaking problems in English communication. The 1st English Language Teaching Learning Conference (ELTIC) : Its Trends of Curriculum Challenges to Face ASEAN Economic Community, 32–37.

Muka, T., Smk, D. I., Bogor, I., Yaelasari, M., Astuti, V. Y., & Indraprasta, U.

(2022). Jurnal Pendidikan Indonesia UNTUK SEMUA MATA PELAJARAN ( STUDI KASUS PEMBELAJARAN Pendahuluan Dunia pendidikan merupakan upaya meningkatkan kualitas mutu sumber daya manusia dalam hal pemikiran dan keahlian . Pendidikan merupakan kunci utama bagi suatu ne. 3(7), 584–590.

Mumary Songbatumis, A. (2017). Challenges in Teaching English Faced by English Teachers at MTsN Taliwang, Indonesia. Journal of Foreign Languange Teaching and Learning, 2(2). https://doi.org/10.18196/ftl.2223 Nattinger, J. (2014). Some current trends in vocabulary teaching. In Vocabulary

and Language Teaching.

Nisa’, Z. (2022). Implementasi Keterampilan Pembelajaran Abad 21 Berorientasi Kurikulum Merdeka Pada Pembelajaran Projek Penguatan Profil Pelajar Pancasila di SMP Al-Falah Deltasari Sidoarjo. Universitas Islam Negeri Sunan Ampel Surabaya.

Pembelajaran, M., Melatih, U., & Mengajar, S. (n.d.). No Title.

Penny Ur. (2012). A Course in English Language Teaching. United Kingdom:

Cambridge University Press.

Pertiwi, Anita & Pusparini, Ririn. 2021. Vocational High School English Teachers’

Perspectives On “Merdeka Belajar” Curriculum. Edukatif: Jurnal Pendidikan.

Pratikno, Y., Hermawan, E., & Arifin, A. L. (2022). Human Resource ‘Kurikulum Merdeka’ from Design to Implementation in the School: What Worked and What not in Indonesian Education. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7(1), 326–343.

https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/view/1708

rahmadayanti dewi, hartoyo agung. (2021). Jurnal basicedu. Jurnal Basicedu, 6(4), 7174–7187. https://doi.org/10.31004/basicedu.v5i4.1230

Saku, B., & Dasar, K. S. (n.d.). SERBA-SERBI SERBA-SERBI.

Shin, J. K. (2009). Teaching English to Young Learners Module I : Learning &

Teaching Styles for Primary Students. English Language Center.

Sugiyono, D. (2013). Metode Penelitian Kuantitatif, Kualitatif, dan Tindakan.

Suyanto, K. K. E. (2013). Hakikat Hakikat Pembelajaran Bahasa Inggris untuk Anak (EYL). English for Children, 1–40.

Sulistyosari, Y., Karwur, H. M., & Sultan, H. (2022). Kurikulum Merdeka Belajar.

7(2), 66–75. https://doi.org/0.15642/jkpi.2022.12.60.-71.

iii

Syamsidah, & Suryani, H. (2018). Buku Model Problem Based Learning (PBL).

Buku, 1–92.

Tricahyati, S., & Zaim, M. (2023). English Teachers ’ Readiness in Implementation of ‘ Merdeka Belajar ’ Curriculum in Teaching English at Junior High School in Padang. 12(1), 97–105. https://doi.org/10.24036/jelt.v12i1.121783

Wahidiyati, I. (2020). The Students Perception of The Full Online Learning Quality During The Corona Pandemic. Tarling : Journal of Language Education, 4(1), 37–47. https://doi.org/10.24090/tarling.v4i1.4166

Widyastuti, A. (2020). Persepsi Guru Tentang Konsep Merdeka Belajar Mendikbud Nadiem Makarim Dalam Pendidikan Agama Islam Di Mts Negeri 3 Sleman Program Studi Pendidikan Agama Islam Fakultas Ilmu Agama Islam Universitas Islam Indonesia Yogyakarta Mendikbud Nadiem Makarim Dalam.

1–128.

iv APPENDICES