Search

English as a medium of instruction (EMI) is currently a trend for non-English courses. It is also implemented in various universities in Indonesia. However, Indonesian as the first language (L1) still exists in EMI implementation. It is used to make students understand. On one hand, teachers are ready to use EMI, but, on the other, students ask for the use of L1 because they have limited English competency, which impacts their understanding the English instruction. This research aims to investigate students' and teachers' perceptions and the implementation of EMI in the Biology study programme at a private university in Bali, Indonesia. EMI is used in delivering course content by the content teachers. A case study design was utilised for the current research. Forty students experienced EMI in the plant physiology course and two content teachers were considered as the subjects of the study. Data were collected by document study, observation, employing questionnaires, and interviews. The result showed that teachers and students agreed on the importance of using EMI with the use of L1 even though it impacts feelings of difficulty and anxiety. As such, Biology students have to be provided with intensive English courses, English for Biology terms, and Biology materials are written in English to enhance their English language skills both in written and oral communication.

This study aimed to compare the effect of digital and printed multilingual dictionaries on young learners' literacy. Besides, it also explored the students’ responses on the implementation of those dictionaries. To achieve the study's objectives, the researchers followed a sequential mixed method that started with the quantitative method and followed with the qualitative method. There were two classes involved in this study. Those two classes were selected using the matching technique. One class was treated as an experimental class, while the other was the control class. To collect the study's data, the researchers used a literacy test for the quantitative method and a questionnaire, and an interview guide for the qualitative method. The quantitative data were analyzed statistically using an independent t-test, while the qualitative data were analyzed using an interactive data analysis model. This study statistically confirmed that the digital multilingual dictionary was better than the printed dictionary. The results of the questionnaire and interview supported the finding that young learners had positive responses toward the use of both dictionary, however they also affirmed that the digital dictionary was more interesting and could help them more to study English vocabulary with the pronunciations.

The present study analyzed the representations of the Five Core Values of character education recommended by the Indonesian Ministry of National Education in 2017 into a national English Textbook for 7th Grade, entitled When English Rings a Bell. The present study was qualitative research, which conducted the data classification, data display, and conclusion drawing concurrently and repeatedly, while the whole process is always compared with the data collection. The study revealed that the book investigated represents all five core values: religiosity, nationalism, independence, cooperation, and integrity. Religiosity and nationalism were the two values most cultivated in the textbook, while integrity is represented more infrequently, and cooperation value is sparsely presented. These findings imply that the imbalanced representation of the five core values in the textbook investigated could negatively affect the students’ character building. Thus, the present study recommends teachers use this textbook to design activities that call for cooperation and integrity values, so the students’ character building at school can be more balanced. ABSTRAKPenelitian ini mencermati representasi Lima Nilai Utama Pendidikan Karakter yang direkomendasikan Kementrian Pendidikan dan Kebudayaan pada 2017 ke dalam buku teks Bahasa Inggris untuk Kelas VII berjudul When English Rings a Bell. Kajian ini dirancang sebagai penelitian kualitatif deskriptif, dimana kategorisasi data, pemaparan data, dan penarikan kesimpulan dilakukan bersamaan dan berulang, serta selalu dibandingkan dengan proses dan hasil pengumpulan data. Ditemukan bahwa buku teks yang dikaji mengandung representasi kelima nilai utama pendidikan karakter yang direkomendasikan kementrian: religius, nasionalis, mandiri, gotong royong, dan integritas. Nilai religius dan nasionalis adalah dua nilai yang paling sering dihadirkan, sementara intgritas dihadirkan cukup sering dan nilai gotong royong merupakan nilai yang paling jarang. Temuan ini menunjukkan bahwa ada ketidakseimbangan dalam representasi kelima nilai utama pendidikan karakter dalam buku teks yang dikaji, yang dapat berimplikasi negative pada pengembangan karakter anak. Untuk itu, penelitian ini menyarankan agar guru mengimbangkan ketimpangan pada buku teks ini dengan merancang kegiatan-kegiatan yang mengembangkan nilai gotong royong dan integritas sehingga usaha penguatan karakter siswa dapat berlangsung dengan lebih baik dalam pembelajaran di sekolah.

It is debatable whether bilingual children can distinguish between their two languages from an early age. This study aims to describe how a bilingual infant differentiates between her two languages, focusing on the acquisition of a dual vocabulary. This topic is addressed in a bilingual case study of an infant who acquired a national language (Indonesian) and an indigenous language (Balinese) simultaneously from birth until the age of one year and eleven months. Within the family, the two languages are used interchangeably. The parents' native language is Balinese, and Indonesian is the neighbourhood’s lingua franca. However, within the peer group, Indonesian is the dominant language. Daily diaries are used to record the child's vocabulary development in combination with weekly video recordings in the two language settings. The study shows that the child develops vocabulary in both Indonesian and Balinese. Since Indonesian and Balinese are closely related, the child also develops words that are shared by the two languages. During the development of the child’s vocabulary, Indonesian words outnumbered Balinese words due to the dominant use of Indonesian in the environment. The research demonstrates that translation equivalents (TEs) mean those language choices are available from the early stages of language development. The study shows that translation equivalents (TEs) demonstrate those language choices are available from the initial stages of language development. The findings highlight that a child who is exposed to two closely related languages can differentiate different language systems from an early age. Despite the child's ability to differentiate between the two languages, the national language develops at a far quicker rate than the indigenous language.

Although reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English. ABSTRAKMeski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.

Social media has become an integral part of life, including in the field of education. This study aimed to explore social media as a teaching and learning tool, its use, and its benefit for students of English as Foreign Language. This study applied library research from George (2008), where the sources of the data were previous studies on the use of social media in the context of English as Foreign Language, published in reputable international journals or accredited national journal ranked SINTA 1, SINTA 2, and SINTA 3, between 2015 to 2020. The review revealed that YouTube, WhatsApp, Facebook, Instagram, and Twitter have been frequently applied as English learning media through various activities that matched the features provided by the respective social media. Their implementations in English learning have been argued to positively impact the students’ language skills, vocabulary, grammar, pronunciation, spelling, motivation, as well as their creative and critical thinking. These results reflect a positive attitude toward social media as an inseparable part of the students’ 21st – century learning contexts. However, more studies need to be conducted to optimize the use of social media for improving students’ English and their 21st-century skills.

This article addresses the acquisition of syntax in a Balinese monolingual child at the age of 2;5 until 2;7. The data was collected in natural setting when the child involved in spontaneous interaction with adults. The speech produced by the child was segmented based on the utterances. The speech produced by the child was transcribed orthographically, along with the phonetic transcription. Besides, every utterance produced by the child accompanied by contextual description and explanation. The data was coded and glossed according to the parts of speech, and grammatical functions. The results show that at this stage, even though the child goes through early sentence or word combinations stage, the child still produces single-word utterances at the onset as well. The words belong to noun, verb, adjective, adverb and particle. Words combination produced can be classified into declarative, interrogative, and imperative sentences. Initially, the child frequently omit subject. The fact that in colloquial adult’s conversation in Balinese omitting subject is acceptable may contribute to the subject omission. In two words combinations NP and VP occurred and in three or more words utterances S-P, S-P-O and S-P-C starting to be produced. In making questions kije‘where’, ape ‘what’, encen ‘which one’ and nyen ‘whose’ are used. In question, the child also applied rising intonation when question words are not applied. The child is also able to express tag question. In imperative sentences, the child is able to use command, request, and invitation. This study implies the role of adult’s input in children language acquisition as shown in subject omission and the flexible word order.

This study reports the implementation of ICT-based learning materials using Blendspace in phonology classes. The ICT-based learning material was developed in the academic year of 2016/2017. The study was conducted in two stages. The rst stage was the validation of the teaching material by two expert judges. The second stage was trying out of the teaching material in the classroom using classroom action research. The learning material developed has been validated by experts using a checklist as an instrument, which has been analysed using the Gregory formula. The expert judges showed that the content validity of the learning material is 90.9%, which means very valid. In order to test the effectiveness of the learning material, it has been implemented in phonology classes joined by the second-semester Diploma III students of the English Department of Universitas Pendidikan Ganesha, using classroom action research. Based on the teaching and learning process using the material, more than 70% of the students obtained scores between 76 and 100. Fewer than 30% of the students had scores below 75. Therefore, the learning material is considered effective for learning phonology.

The contexts and circumstances of the occurrence of cross-linguistic influence in bilingual children’s language development are still a matter of debate. The present study argues that in the early development of a bilingual child exposed to two typologically distinct languages (Indonesian and German), the child developed two separate linguistic systems. The child, raised in Indonesia, was exposed to Indonesian by her Indonesian mother and to German by her German father. The study focuses on the early stages of verbal morphology and word order, from ages 1;3 to 2;2. The corpus took the form of conversational text or speech based on spontaneous interactions in natural settings. The data was collected using diary records, supplemented by weekly video recordings. In analysing the data, two software systems were used: ELAN and Toolbox. The speech was segmented based on utterances. All verbal morphology and word order was coded. The results show that verbal morphology in Indonesian and German was acquired by the child at different times, with the development of German verbs occurring later than Indonesian verb acquisition. In addition, there is evidence of interaction between the two developing systems. Cross-linguistic interference was identified when the child used the Indonesian vocatives-predicate combination in German utterances while, at the same time, the child also applied the German verb-final clause structure in Indonesian utterances when she should have produced German utterances. Thus, the results from this case study suggest that both language external and internal factors account for the occurrence of cross-linguistic influence.

Karangan yang ditulis oleh siswa sekolah menengah pertama mengandung kalimat-kalimat salah yang menggambarkan bahasa mereka. Bahasa yang dihasilkan oleh siswa-siswa ini biasa dirujuk sebagai interlanguage (bahasa antara). Apakah bahasa pertama atau bahasa sasaran memengaruhi kesalahan-kesalahan tersebut? Penelitian ini bertujuan untuk mendeskripsikan interlanguage yang digunakan oleh siswa-siswa yang mempelajari Bahasa Inggris sebagai bahasa asing dalam teks rekon. Subjek penelitian ini terdiri atas 20 orang siswa sekolah menengah pertama di Buleleng. Data dikumpulkan melalui latihan menulis terbimbing dalam bentuk teks rekon. Empat langkah ditempuh dalam menganalisis data, yaitu mengidentifikasi, mengklasifikasikan, mendeskripsikan dan menjelaskan bentuk linguistik dalam tulisan siswa. Hasil penelitian memperlihatkan bahwa pengaruh bahasa ibu terhadap bahasa antara siswa antara lain adalah penggunaan tata bahasa Indonesia, penggunaan kata-kata Indonesia, penghilangan pemarkah jamak -s, penghilangan TO BE dan aspek kala dari verba. Pengaruh bahasa sasaran antara lain adalah padanan yang salah, penambahan kata sandang, kesalahan dalam memilih pronomina dan overgeneralisasi bentuk lampau -ed. English text written by junior high school students consists of erroneous sentences which describe learners' language. Either the native language or target language influences the errors. This term is called interlanguage. The study aimed at describing the interlanguage produced by EFL students in recount text. The subjects of the study were 20 students of junior high school in Buleleng Regency. The data was collected through a guided writing exercise in the form of recount text. There were four steps in analyzing the data, namely identifying errors, classification, description, and explanation. The result shows that native language influence includes Indonesian grammar patterns, Indonesian words, wrong selection of word form, the omission of plural marker -s, TO BE deletion, and verb tense. Target language influence includes false friend, the addition of articles, wrong choice of pronoun, and overgeneralization of past form -ed.

Akhir-akhir ini pemanfaatan media sosial di kalangan mahasiswa semakin menonjol. Sebagian besar studi tentang fenomena ini menyarankan agar wawasan yang diperbarui lebih lanjut diperlukan untuk mengumpulkan informasi penting. Berkaitan dengan hal tersebut, karena mahasiswa S1 Bahasa Inggris dikenal sebagai pengguna media sosial, maka perlu dilakukan kajian tentang bagaimana mereka memanfaatkan media sosial. Penelitian ini merupakan penelitian deskriptif kuantitatif yang menggambarkan persepsi, motivasi, dan sikap mahasiswa S1 Bahasa Inggris terhadap penggunaan media sosial. Melibatkan 186 peserta, penelitian ini menggunakan pertanyaan tertutup untuk mendapatkan informasi. Data dianalisis secara statistik dengan menggunakan konversi Interval. Hasil penelitian menunjukkan bahwa (1) sebagian besar mahasiswa S1 Bahasa Inggris memiliki persepsi positif terhadap penggunaan media sosial dalam dua domain: kegunaan dan kemudahan yang dirasakan, (2) terdapat lima motivasi dalam menggunakan media sosial yaitu hiburan, utilitas pribadi, pencarian informasi, kenyamanan, dan altruisme, (3) siswa menunjukkan sikap positif terhadap penggunaan media sosial karena memungkinkan mereka berkomunikasi dengan profesor dan rekan-rekan mereka dengan sukses. Kesimpulannya, hasil penelitian menunjukkan bahwa penggunaan media sosial memiliki peran dalam memengaruhi persepsi, motivasi, dan sikap mahasiswa S1 Bahasa Inggris terhadap proses belajar mereka.

In the 21st century, the development of technology has made a lot of influence on the educational process. Technology brings many new approaches to the classroom such as multimodal teaching. The current study intended to review the implementation and effectiveness of multimodal teaching in the context of English language teaching. The review followed Aveyard's (2010) design, with the criteria of selecting the articles used as sources of data are research articles from journals. The result of the review found that the characteristics, benefits, and procedures of multimodal teaching vary greatly according to the needs and abilities of teachers to design the teaching and learning activities. The review also found that multimodal teaching affected students' motivation, productive skills, reading skills, and learning autonomy. This study suggests the implementation of multimodal teaching in ELT classrooms.

Research concerning comprehension in early simultaneous bilingualism is still very limited. Thus, this study focuses on describing a bilingual infant’s comprehension of adults’ verbal input addressed to the child in an Indonesian-German language environment, and the child’s understanding of translation equivalents (TEs). The child, who was exposed to Indonesian and German simultaneously from birth, was observed from age 0;9 to age 1;3 using a diary supplemented with weekly video recordings. A “one parent-one language” system was applied in which the child received Indonesian language from the mother and German language from the father from birth. Since the family live in Indonesia and have regular contact to the collective family members, the child received dominant exposure in Indonesian compared to German. The data was transcribed and analysed using ELAN. The results show that the adults’ verbal inputs in the form of speech addressed to the child were in the form of short utterances which very often had a high-pitched sound and were rich in repetition. The adults’ speech was able to be discriminated by the child. In the pre-production stage, the child could understand approximately 6 (six) proper nouns, 18 (eighteen) Indonesian words and 14 (fourteen) German words. The result reveals that the child could comprehend more words in Indonesian than in German. It was also found that the child could understand some bilingual synonyms, which implies that at the pre-production stage, the child already went through a process of bilingual development.

The 21st century’s democratization and demonetisation of multimodal learning sources allows anyone to be both consumers and producers at the same time. The present study argues that the consumption and production of independent short films through affordable digital devices as beneficial for multimodal language learning, befitting the student’s interest and the building of the six essential skills of their 21st-century context. The present study was designed as library research observing 30 most recommended articles in the related topic by Google Scholar, published in reputable international journal from 2010 to 2020. It is argued that consumption and productions of short films can be used for enhancing the students’ language skills. They can be used to tap the students’ creativity, communicative skills, critical thinking, and collaborative skills. At the same time, they can also be used to enhance their compassion toward issues around their society and environment during the implementation of procedural and computational thinking in this consumption and productions of short films. These also place the students as the subjects of the learning process, where their views, opinions, and feelings about certain issues matter so they can play their role in making the world a better place to live in.

This study aims at investigating junior high school students’ errors in using English past tense in their English compositions. The subjects of this study were 8th-grade students in a junior high school in North Bali. This study employed descriptive qualitative research which describes the error that was produced by EFL learners. There were four steps in collecting the data namely, asking the students to watch a video, telling them to write recount text through guided writing, collecting the learners' writing, identifying the students' errors in writing past tense, and classifying the errors. The data were analysed using Corder's framework to classify students' errors. The study revealed that there were nine types of errors produces by EFL learners. The errors are applying Indonesian syntactic pattern, using Indonesian acronym, omitting the plural marker -s, adding plural marker -s in a singular form, deleting BE, using incorrect word choice, adding articles, overgeneralising, and using incorrect word order. The errors show that the students tend to use their native language structure in composing the English past tense. Hence, the errors made by students and acknowledged by teachers should be addressed immediately by implementing appropriate strategies and materials to enhance learning. Furthermore, this study can be conducted for further research with different subjects as well as references for applied linguistics courses.

Current research in bilingual children’s language development with one language dominant has shown that one linguistic system can affect the other. This is called Crosslinguistic Influence (CLI). This paper explores whether CLI is experienced by a bilingual child raised in two typologically distinct languages in terms of phonological development. It uses data from the study of a child simultaneously acquiring Indonesian and German between the ages of 12 months - 20 months, with Indonesian as the dominant language. The sound segments developed by the child showed universal tendencies, with the appearance of bilabials prior to alveolar sounds, followed by velar sounds. The sounds were produced mostly in the form of stops, nasals and glides. Three phonological processes were displayed by the child: substitution, assimilation and syllable structures. The front rounded vowel [ʏ], which exists in German but not in the Indonesian sound system, was systematically replaced by the palatal approximant [j]. This approximant exists in the Indonesian sound system but not in the German phonemic inventory. This provides evidence that, in terms of phonological development, the child experienced CLI, but only for certain sound transfers.

Literature confirms that various errors made by Indonesian learners of English as a foreign language are challenging phenomenon which needs our concern. The errors found are both in speech and composition production, which portray the effectiveness of language learning. Students language that belongs neither native nor target language is called interlanguage (IL). The focus of this study is to present the empirical results of the investigation on the IL features of students' speech production. It aims to describe the types and aspects of the native language (NL) and target language (TL) influences and to explain the possible causes of IL production. The data were in the form of 144 ill-formed utterances. In gathering the data, the students were given a guided picture with the topic ‘Last Holiday’. The students' speech was video recorded. The ill-formed utterances were collected, identified, described, and explained. The result of the study shows that both of their NL and TL influenced the students' interlanguage production at the syntactical level.

This study aimed at identifying the process types that characterize the students’ recount texts, identifying the process types which are dominantly used, and identifying the circumstantial elements that characterize the students’ recount texts. This study applied a descriptive qualitative method with a case study research. The recount texts written by class XI Usaha Perjalanan Wisata (UPW) 2 at SMK Wira Harapan were used as the sources of data collection of the study. There were 26 students taken as the subjects of the study. The data of the study which are in the form of sentences and clauses were analyzed based on transitivity system, and the problems experienced by the students in writing the recount texts were discussed through focus group interview in order to determine whether the students made mistakes or errors in their texts. The study discovers that, first, the process types that characterize the students’ recount texts are material process, intensive attributive process, mental process, circumstantial attributive process, verbal process, possessive attributive process, intensive identifying process, existential process, circumstantial identifying process, and behavioral process, which respectively appears 566 times (60.66%), 149 times (15.97%), 100 times (10.72%), 35 times (3.75%), 29 times (3.11%), 21 times (2.25%), 17 times (1.82%), 9 times (0.96%), 4 times (0.43%), and 3 times (0.32%). Second, the process type which is dominantly used in the students’ recount texts is material process with the frequency of occurrence of 565 times (60.82%). The material process was used dominantly since the topics written by the students were related to past activities. Third, the circumstantial elements characterizing the students’ recount texts are location, cause, manner, extent, accompaniment, matter, and role. The results of the focus group interview and the text analysis show that the students made many mistakes and errors in their recount texts, such as the uses of past tense, article, spellings, modal auxiliary, capital letter, plurality, and preposition in a clause. The two aspects leading the deviations are interlingual and intralingual errors.

This research conducted a qualitative investigation of the transitivity structure, language use and mood structure of narrative texts written by first semester students at UNIKA St. Paulus Ruteng. The data sources of this study were narrative texts written by students on the English study programme. The researchers investigated the dominant transitivity process and analysed the mood structure of the students’ narrative texts using Miles and Huberman’s interactive model. The researchers collected data from the curriculum documentation and by interviewing and giving exercises to the students. Furthermore, the instrument was the researchers and the students’ worksheets. The findings showed that six transitivity processes were applied in the students’ writing. The processes were the material process, mental process, verbal process, behavioural process, relational process and existential process. The dominant process used was the material process, since the texts written by the students mostly contained action verbs describing the characters’ physical actions. The second most common process was the relational process, which was followed by the mental process with 34.15%. The verbal process accounted for only 7.41%. The other processes contained in the texts were the behavioural process and the existential process, and affect, status and contact were as mood aspect.

This study is a part of a longitudinal study with the aim to describe words’ meanings developed by an Indonesian-German bilingual child. The subject of the study was Lila (not her original name), the author’s first daughter. She has been exposed to Indonesian and German from her birth. This paper includes the first-words development at age 1.2 to 1.5. The data was collected through observation, diaries and video recordings. The study shows that the child developed words in both languages. The Indonesian words produced initially by the child were either over-extended or under-extended. Some of the words produced also showed no overlap with adult meaning. The words produced in German, however, were neither over-extended nor under-extended. They do not overlap at all with adult meaning.

The study aims at a) finding out the negation developed by the child between the age of 1;2 until 3;0, b) describing the steps of the development, and c) explaining the function of the negation produced by the child. This is a longitudinal qualitative research. The result of the study shows that the acquisition of negation follows a sequence pattern, based on the order of appearance; they are ndak/tidak, belum, jangan and bukan. Yet, the only negation produced in Deutsch is nein. The word nein was initially produced when Lila was 1;6 and has been frequently and productively used by the child. At the age of 1;8, Lila also started to use negation in Balinese such as de and sing nyak. The Balinese was acquired as a result of being in a peergroup. The function of the negation produced by the child are rejecting an offer or an activity, denying an existence of something, denying a certain knowledge, forbidding someone to do something, negating perfective and opposing.

This study focuses on the development of lexicon by a child raised simulatneously in Indonesian and German from birth. In the immediate family members, the child received Indonesian from the mother and German from the father. The data was collected in natural setting when the child was 1;0 up to 3;0. In collecting the data, diary records and weekly video recordings were used. The data was analized using two softwares, ELAN and Toolbox. The child’s speech was segmented based on the child’s utterances. The result of the study shows that at the end of the study the child developed 521 lexicon in Indonesian and 243 in German. Both in Indonesian and German the child acquired more nouns than verbs. Besides, the child also developed about 164 translation equivalents. Thus, it confirms that the bilingual child developed two different lexical systems.

Kegiatan pengabdian pada masyarakat yang berjudul “Pemanfaatan Barang Bekas Layak Pakai sebagai Alat Peraga Bahasa di TK Wisata Kumara dan TK Kumara Kerti” merupakan sebuah kegiatan pelatihan yang diberikan kepada guru-guru TK yang bertujuan untuk Adapun tujuan darai pelaksanaan kegiatan P2M ini adalah: 1)Untuk meningkatkan kuantitas dan kualitas alat peraga bahasa kelompok Taman Kanak-Kanak Wisata Kumara dana Kumara Kerti, 2) untuk meningkatkan variasi atau keberagaman alat peraga bahasa yang dimiliki TK-TK tersebut, dan 3) untuk membantu guru dalam upaya pencapaian standar perkembangan bahasa anak melalui alat peraga bahasa yang memadai. Kegiatan telah dilaksanakan pada bulan September 2013. Pada kegiatan tersebut alat peraga yang dihasilkan adalah buku berbincang dan kartu memori.