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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) PREMISE: Journal of English Education and Applied Linguistics ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH TEKNOSASTIK EDUTEC : Journal of Education And Technology Community Development Journal: Jurnal Pengabdian Masyarakat Journal of Empowerment Community Ethical Lingua: Journal of Language Teaching and Literature Journal of Research on Language Education Journal of English Language Teaching and Learning Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Al-Mu'awanah Journal of Arts and Education (JAE) Jurnal Pengabdian Multidisiplin Indonesia
Mandasari, Berlinda
Universitas Teknokrat Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools Tommy Hastomo; Berlinda Mandasari; Utami Widiati
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21644

Abstract

Educators have widely adopted artificial intelligence (AI) as a product of technology to prepare teaching materials and enhance their understanding of technology integration in language teaching. As prospective teachers who may teach digital native students later, pre-service teachers must be more capable and knowledgeable in technologically-based pedagogy, materials, and assessment. This study aimed to explore English as a foreign language (EFL) pre-service teachers’ technological knowledge of utilizing AI-powered tools using the technological pedagogical content knowledge (TPACK) framework and investigate their strategies in the advanced of their technological knowledge. This mixed-method research design employed a five-point Likert scale questionnaire and a semi-structured interview as instruments to collect data. Fifty-five EFL pre-service teachers were purposively selected. Data from the questionnaire were analyzed statistically and descriptively, and data from interviews were analyzed thematically. The first findings of this study comprehensively revealed that EFL pre-service teachers exhibit a moderate level of proficiency in addressing technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK in utilizing AI-powered tools. Meanwhile, the second finding revealed that the participants employed four key strategies to advance their technological knowledge using AI-powered tools: engaging in TPD programs, collaborating with tech-savvy colleagues, staying informed about AI trends, and experimenting with AI-powered tools.
Synchronous and asynchronous online learning in university English language classrooms: findings from Indonesia Rido, Akhyar; Kuswoyo, Heri; Mandasari, Berlinda; Prakoso, Bagus Hary; Purba, Mariati; Siswanto, Heni Waluyo
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.30125

Abstract

English has a significant role in the education and economic sectors. However, learning English has been challenging for students, especially when the implementation of online learning has significantly increased. This research aimed to reveal the reality of English online learning in an Indonesian university, focusing on synchronous and asynchronous technological applications used and challenges faced by students. By employing a qualitative approach, data were collected by observing five English language skills subjects as well as interviewing thirteen volunteered students. The findings revealed that Zoom and Google Meet were used in synchronous online English language classrooms mainly for lectures, discussions, and presentations. Meanwhile, Spada, the university YouTube channel, and the university online portal were used asynchronously for assignments, projects, information updates, peer corrections, forums, and learning materials. Some challenges in synchronous online learning included unstable internet connection, expensive internet data, incompatible gadgets, and low self-confidence. Meanwhile, in asynchronous online learning, some challenges included difficulties in comprehending learning materials, overloaded assignments, and lack of personal time commitment. This research suggested teachers and relevant stakeholders incorporate balanced synchronous and asynchronous online learning in their English language classrooms, improve infrastructure and technology for online learning, and prepare students for the challenges of tomorrow.
Pendampingan pembelajaran bahasa inggris melalui active learning bagi siswa-siswi Mandasari, Berlinda; Aminatun, Dyah; Ayu, Mutiara; Hamzah, Intan; Dewi, Gustianti
Al-Mu'awanah: Jurnal Pengabdian kepada Masyarakat Vol 3 No 1 (2022): Juni 2022
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/almuawanah.v3i1.12134

Abstract

Pembelajaran aktif atau active learning merupakan salah satu strategi yang efektif untuk mengajar bahasa Inggris karena sifat pembelajaran bahasa itu sendiri membutuhkan interaksi satu sama lain. Kegiatan Pengabdian kepada Masyarakat yang dilakukan di MA Ma’arif 9 Kotagajah, Lampung Tengah bertujuan untuk memberikan pendampingan kepada para siswa di sekolah tersebut untuk belajar Bahasa Inggris secara aktif dan terlibat secara langsung dalam setiap aktifitas pembelajaran. Terdapat empat sesi dalam kegiatan pengabdian ini, yaitu: 1) penyampaian materi dan motivasi belajar Bahasa Inggris, 2) tips and trik, serta best practice dalam belajar Bahasa Inggris, 3) penerapan active learning dalam pembelajaran Bahasa Inggris, dan 4) motivasi lanjut studi setelah menguasai Bahasa Inggris. Hasil kegiatan ini menunjukan bahwa para siswa yang pada awalnya memiliki motivasi yang rendah dan persepsi kurang baik terhadap pelajaran Bahasa Inggris mengalami peningkatan motivasi belajar Bahasa Inggris setelah mengikuti kegiatan pendampingann pembelajaran Bahasa Inggris. Hal ini ditunjukan dengan respon positif siswa selama mengikuti kegiatan dan hasil kuesioner terkait persepsi siswa terhadap kegiatan. Kegiatan serupa sebagai kelanjutan proses pembelajaran juga diharapkan guna tercapai tujuan pembelajaran Bahasa Inggris secara menyeluruh.Kata Kunci: active learning, Bahasa Inggris, pendampingan pembelajaran
Co-Authors Achmad Yudi Wahyudin Afrianto Afrianto Akhyar Rido Alita, Debby Aminatun, Dyah Anggun Hervi Rahmania Chairunissa Rahmadina Syahputri Dewi, Gustianti Dinda Titian Lestari Dyah Aminatun Dyah Aminatun Dyah Ayu Megawaty Hafidz Tresna Yudha Heni Waluyo Siswanto, Heni Waluyo Heri Kuswoyo Imam Ahmad Intan Hamzah Intan Hamzah Lulud Oktaviani Lulud Oktaviani Mia Refsi Choirunnisa Mutiara Ayu Mutiara Ayu, Mutiara Nadila Nuraziza Nia Noviana Prakoso, Bagus Hary Purba, Mariati Pustika, Reza Putri Aprilia Reynita Adlina Maharani Rosita Ambarwati Setiawansyah Setiawansyah Tommy Hastomo Tri Darma Rosmala Sari Utami Widiati Vina Qurrota’ Akyuningrum