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p-Index From 2021 - 2026
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All Journal Journal of Education and Teaching Learning Jurnal Pengabdian Masyarakat Bhinneka
Silvan Herniyanti Telaumbanua
Universitas Nias, Indonesia
Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Public Health Other

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Inclusive Education Training For Teachers To Improve Literacy And Student Character In Juniorhigh School Trisman Harefa; Riswan Zega; Silvan Herniyanti Telaumbanua
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 4 (2026): Juli
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i4.1314

Abstract

The integration of digital technology in education has become an essential strategy for improving teaching quality and learning outcomes. However, many schools still experience challenges in utilizing digital learning tools effectively. This community service program aimed to improve students’ English pronunciation skills and enhance teachers’ competence in managing digital learning materials through technology. The program was conducted at UPTD SMP Negeri 4 Gunungsitoli Selatan and involved students and teachers as participants. The implementation consisted of observation, coordination, training activities, evaluation, and mentoring. Students received training on the use of the Elsa Speak application to improve pronunciation, while teachers were trained to use Google Site as a digital learning platform. The results showed that students demonstrated high enthusiasm and increased confidence in practicing English pronunciation. Teachers also showed positive responses to the use of Google Site for organizing and distributing learning materials. These findings indicate that digital-based training can support inclusive learning environments and improve both student engagement and teacher digital competence. Continuous digital training is recommended to strengthen technology integration in schools.
Exploring the Role of Animated Fable in Facilitating Eighth Grade Students’ Narrative Comprehension Silvan Herniyanti Telaumbanua; Afore Tahir Harefa; Elwin Piarawan Zebua; Trisman Harefa
Journal of Education and Teaching Learning Vol 8 No 3 (2026): Journal of Education and Teaching Learning (JETL) | IN PRESS
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i3.3730

Abstract

This research aimed to explore how animated fables facilitate students' narrative comprehension and to investigate students' perceptions of learning narrative texts through animated fables. This study employed a qualitative research design using thematic analysis. The participants consisted of one English teacher and six eighth-grade students of SMP Negeri 4 Gunungsitoli who were selected through purposive sampling based on their English summative assessment scores to represent high, medium-, and low-achieving students. The data were collected through semi-structured interviews, classroom observations documented in field notes, and students' worksheets. The data were analyzed through open coding, axial coding, and selective coding. To ensure the trustworthiness of the findings, data source triangulation was conducted by comparing the data obtained from interviews, field notes, and students' worksheets. The findings revealed two major themes. The first theme showed that animated fables facilitated students' narrative comprehension through five categories: Visual Support, Increased Engagement, Ease of Understanding, Dual Coding, and Audio Support, with Visual Support emerging as the most dominant category. Visual elements, character movements, and narration enabled students to understand the storyline, narrative structure, and moral values more effectively. The second theme indicated that students had positive perceptions of learning through animated fables. Their perceptions were reflected in five categories: Interesting, Emotional Response, Enjoyable, Perceived Learning Benefits, and Learning Preference, with Interesting emerging as the most frequently identified category. Overall, students perceived animated fables as an engaging, enjoyable, and beneficial learning medium that helped them comprehend narrative texts. In conclusion, animated fables effectively facilitated students' narrative comprehension.
Co-Authors Afore Tahir Harefa ELWIN PIARAWAN ZEBUA Harefa, Trisman Zega, Riswan