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All Journal Prosiding National Conference for Community Service Project e-Journal of ELTS (English Language Teaching Society)
Callista Josephine Tanosa
Universitas Internasional Batam
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Strategi Penguatan Karakter Kepemimpinan Siswa SMA melalui Simulasi dan Pendekatan Nonformal Berbasis Partisipasi Alfred Alfred; Aprian Dickson; Callista Josephine Tanosa; Chelsea Yuni Luis; Cindy Croula; Filbert Florenza; Ibrani Vernandez Silitonga; Janice Adora; Jasson Chiang; Juhardi Juhardi; Olivia Dwi Ramadhani Putri; Rico Lie Nardo; Wilbert Wijaya; Zara Putri Salwa; Theodesia Lady Pratiwi; Sari Dewi
National Conference for Community Service Project (NaCosPro) Vol. 7 No. 01 (2025): The 7th National Conference for Community Service Project 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/nacospro.v7i01.11066

Abstract

Permasalahan rendahnya eksposur siswa terhadap praktik kepemimpinan nyata menjadi isu penting dalam memperkuat keterampilan sosial-personal pelajar di tingkat menengah. Kegiatan ini merancang model pelatihan berbasis partisipatif dengan pendekatan Pendidikan Masyarakat dan Simulasi Ipteks untuk memungkinkan siswa terlibat langsung dalam dinamika kepemimpinan. Program dilaksanakan di SMA Pelita Utama selama 4,5 jam, terdiri atas sesi edukatif, permainan kelompok, dan refleksi bersama. Data dikumpulkan melalui observasi informal dan kuesioner digital, yang dianalisis secara tematik dan deskriptif. Hasil kegiatan menunjukkan peningkatan partisipasi, antusiasme, serta rasa percaya diri siswa dalam konteks kerja kelompok dan pengambilan keputusan. Temuan ini memperkuat efektivitas metode experiential learning dan kegiatan berbasis simulasi dalam membentuk karakter kepemimpinan pelajar. Selain itu, pendekatan nonformal ini dinilai cocok diterapkan di sekolah dengan keterbatasan infrastruktur karena bersifat fleksibel dan tidak membutuhkan alat kompleks. Pelaksanaan yang ringkas namun intensif mampu menjembatani kesenjangan antara metode pembelajaran formal dan kebutuhan keterlibatan aktif siswa. Berdasarkan hasil tersebut, kegiatan ini direkomendasikan untuk direplikasi secara berkala guna memperkuat budaya kepemimpinan yang berkelanjutan di sekolah-sekolah menengah.
TEACHER’ ICT INTEGRATION PRACTICES FOR ACHIEVING CURRICULUM LEARNING OUTCOMES IN ELT Maya Marsevani; Callista Josephine Tanosa; Mutia Aliqa Islami; Hilarius Raditya Priambada Purba
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 03 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i03.6440

Abstract

The integration of Information and Communication Technology (ICT) has become an important aspect of English Language Teaching (ELT) as schools increasingly attempt to align classroom practices with curriculum learning outcomes. This study aimed to investigate how ICT was integrated in ELT classrooms, how it supported the achievement of curriculum learning outcomes, and how ICT-based practices were implemented during English learning activities. A qualitative descriptive design was employed involving classroom observations, semi-structured interviews, and observation checklists conducted with English teachers from different educational settings. The data were analyzed through data reduction, data display, and conclusion drawing procedures to identify recurring patterns related to ICT integration and curriculum implementation. The results revealed that ICT functioned as a supportive instructional medium through the use of digital platforms such as Kahoot, Quizizz, Google Forms, Google Classroom, YouTube, Canva, and various online learning resources. The integration of these technologies contributed to increased classroom participation, communicative interaction, differentiated learning opportunities, and access to authentic language materials that supported the development of English language skills. At the same time, challenges related to classroom management, internet connectivity, technological facilities, device accessibility, and institutional regulations continued to influence the consistency of implementation. These findings suggest that the effectiveness of ICT integration depends not only on the availability of technological tools but also on the alignment between digital activities, curriculum objectives, teacher readiness, and classroom conditions. The study highlights the potential of ICT to support more interactive, adaptive, and learner-centered ELT practices while emphasizing the importance of pedagogically meaningful technology integration in achieving curriculum learning outcomes.
Co-Authors Alfred Alfred Aprian Dickson Chelsea Yuni Luis Cindy Croula Filbert Florenza Ibrani Vernandez Silitonga Janice Adora Jasson Chiang Juhardi Juhardi Marsevani, Maya Mutia Aliqa Islami Olivia Dwi Ramadhani Putri Purba, Hilarius Raditya Priambada Rico Lie Nardo Sari Dewi Theodesia Lady Pratiwi Wilbert Wijaya Zara Putri Salwa