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PENINGKATAN KOMPETENSI MENGAJAR BAHASA INGGRIS MELALUI INTERACTIVE GAMES BAGI GURU-GURU DI KELOMPOK BERMAIN AISYIYAH AL AMNA BAUSASRAN Iswati, Luluk; Nadheani, Hadhainada; Hastuti, Saptin Dwi Setyo
E-Amal: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2: Mei-Agustus 2024
Publisher : LP2M STP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47492/eamal.v4i2.3232

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan mengajar Bahasa Inggris melalui interactive games bagi guru-guru di KB Aisyiyah Al Amna. Pelatihan dilakukan dalam 3 sesi dengan mengajarkan 3 materi pokok: prinsip-prinsip pembelajaran Bahasa Inggris untuk anak usia dini, Interactive Games for Teaching English to Young Learners, dan Teaching simulation. Setelah mengikuti pelatihan, para peserta (6 dari 7 peserta) menunjukkan peningkatan pemahaman tentang prinsip-prinsip mengajar Bahasa Inggris untuk anak usia dini dan tentang penggunaan interactive games. Hal ini ditunjukkan dengan nilai posttest yang lebih tinggi dari pretest. Para peserta juga menunjukkan kesadaran tentang pentingnya memiliki kompetensi berbahasa Inggris yang memadai sehingga mereka bisa lebih percaya diri ketika mengajar. Hasil dari pengabdian ini merekomendasikan diadakannya kegiatan peningkatan kompetensi mengajar Bahasa Inggris yang berkelanjutan, karena masih banyak aspek-aspek yang masih perlu diperbaiki pada subyek pengabdian

TECHNOLOGY AND WELL-BEING: VOICES FROM ESP TEACHERS Iswati, Luluk; Hastuti, Saptin Dwi Setyo
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40624

Although research in the use of technology for teaching ESP has increased, there is still inadequate empirical evidence that informs us on how technology affects ESP teachers’ well-being. Therefore, the purpose of this study was to investigate the impact of technology on ESP teachers’ well-being. This qualitative study collected data through semi in-depth interviews to six ESP teachers from different fields and institutions. To overcome geographical constraints, the interviews were conducted online through Zoom video conferencing. Thematic analysis was conducted based on which data were categorized and coded. The findings suggest that the use of technology in teaching has affected teachers’ well-being both positively and negatively regarding work-life balance, the changing role, workload and task efficiency. Furthermore, the overuse of technology contributes to ESP teachers’ level of stress as they encounter some challenges (digital fatigue, time management issue, scepticism about students’ work authenticity, and overwhelmed feeling), and students’ negative behaviours. Some strategies were employed to deal with the challenges. This study implies the need for strategic institutional support and adaptation to maximize its benefit and minimize negative impacts.

Increasing Teachers’ Capacity in Developing English Lesson Plans to Teachers of Aisyiyah Al Amna Playgroup in Bausasran, Yogyakarta Iswati, Luluk; Dwi Setyo Hastuti, Saptin
ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 8 No. 2 (2025): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35568/abdimas.v8i2.6463

Introducing English since early ages is beneficial, and it is important to equip teachers with adequate lesson planning skills so that the teaching will be effective. This community service activity aimed to enhance the lesson planning skills of Aisyiyah Al Amna Playgroup teachers in teaching English to toddlers. The activity was conducted because the teachers did not have teaching experience or know-how in teaching English, which resulted in disorganized lesson presentation. The intervention included a two-day workshop with lessons on creating lesson plans, instructional strategies, and the use of teaching aids. The training was conducted in four stages: problem identification, program planning, implementation, and evaluation. The result provided an improvement in the understanding of lesson planning among teachers based on the higher post-test scores. Additionally, instructional aids such as flashcards, finger puppets, and picture books were introduced to enable engaging lesson presentation. The evaluation survey revealed a positive response from the participants since it mentioned the appropriateness and effectiveness of the program. Overall, this project was able to improve the ability of teachers to plan and conduct English classes effectively, ultimately leading to better English early childhood education in Aisyiyah Al Amna Playgroup.

Grammatical Errors in the English Writing of Lower- and Higher-Achieving Learners Iswati, Luluk
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 4 (2025): May
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i4.450

For a lot of EFL (English as a Foreign Language) learners, writing is perceived to be the most challenging skill despite the fast development of technology in learning. This study was aimed at revealing types of grammatical errors made by lower- and higher-achieving learners in their writing. This qualitative study analyzed the essay writing of 19 lower-achieving learners and 42 higher-achieving learners from a private university. The writing was assigned in the classroom withough any help of digital tools. The findings revealed that both levels of learners made morphological, syntactic, lexical, and functional errors. No group of learner demonstrated a tendency of producing a certain type of errors, meaning that both lower- and higher-achieving learners made similar errros. The errors were probably caused by the interference of learners’ first langugae (Indonesian), lack of knowledge and practice, and the complex English writing system. The findings of this study imply the need to employ strategies in giving feedback to learners’ writing and to enhance learners’ awareness about morphological, syntactic, lexical, and functional aspects in their writing.

A Systematic Review of Community of Practice (CoP) in Informal Learning Communities of English Teachers and Learners Iswati, Luluk
Journal of English Language and Education Vol 10, No 3 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i3.790

Communities of Practice (CoP) have gained notice in informal learning communities. A substantial number of studies examine the employment of CoP to facilitate collective learning. However, little is known about its implementation for English language teachers or learners. In this study, 20 studies conducted between 2019 and 2023 on CoP that involved either English teachers or learners were systematically reviewed to offer a new understanding of this specific context. An analysis was comprehensively done to reveal the research context, interaction mode, activities, and challenges. The findings uncovered that most of the analyzed studies were conducted in an EFL (English as a Foreign Language) context. Three kinds of approaches have been adopted in running the learning communities: on-site, online, and blended mode. Various activities were also employed to facilitate collective learning in communities. In addition, challenges during interaction within communities are discussed. Based on the analyses, pedagogical implications and research areas that demand more investigation are also addressed.

TECHNOLOGY AND WELL-BEING: VOICES FROM ESP TEACHERS Iswati, Luluk; Hastuti, Saptin Dwi Setyo
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i2.40624

Although research in the use of technology for teaching ESP has increased, there is still inadequate empirical evidence that informs us on how technology affects ESP teachers’ well-being. Therefore, the purpose of this study was to investigate the impact of technology on ESP teachers’ well-being. This qualitative study collected data through semi in-depth interviews to six ESP teachers from different fields and institutions. To overcome geographical constraints, the interviews were conducted online through Zoom video conferencing. Thematic analysis was conducted based on which data were categorized and coded. The findings suggest that the use of technology in teaching has affected teachers’ well-being both positively and negatively regarding work-life balance, the changing role, workload and task efficiency. Furthermore, the overuse of technology contributes to ESP teachers’ level of stress as they encounter some challenges (digital fatigue, time management issue, scepticism about students’ work authenticity, and overwhelmed feeling), and students’ negative behaviours. Some strategies were employed to deal with the challenges. This study implies the need for strategic institutional support and adaptation to maximize its benefit and minimize negative impacts.

ESP Teachers’ Professional Development during the Time of Crisis: A Blessing in Disguise Iswati, Luluk; Dwi Setyo Hastuti, Saptin
JELLT (Journal of English Language and Language Teaching) Vol 7 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v7i2.14753

Teacher professional development is considered vital to the continuation of teaching improvement so that students' learning outcomes can be optimally achieved. The Covid-19 pandemic that struck the world had tremendously changed not only the teaching and learning process but also increased the opportunities for teacher professional development. Webinars, virtual conferences, and workshops are flourishing so teachers can easily access them with little effort. Despite the joy that the pandemic had brought toward teacher professional development, investigating to what extent the professional development programs have enhanced teachers' development was essential. Hence, this study explored to what extent the professional development activities increased areas of professional development according to Richards & Farrel (2005) i.e., subject-matter knowledge, pedagogical expertise, self-awareness, understanding of learners, understanding of curriculum and materials, and career advancement during the time of crisis. Data were gathered through interviews with six ESP teachers in Yogyakarta higher education institutions. The findings implied the need of teachers' self-evaluation on their professional development activities, especially areas of professional development that were still lacking and needed to be enhanced.

Pelatihan ‘Fun English Learning’ bagi guru-guru KB & TK ABA se-kecamatan Sedayu, Bantul Harmanto, Margaretha Dharmayanti; Iswati, Luluk; Fatmaningrum, Erni Suryandari
KACANEGARA Jurnal Pengabdian pada Masyarakat Vol 6, No 1 (2023): February
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/kacanegara.v6i1.1073

Pengajaran Bahasa Inggris untuk anak usia Kelompok Belajar (KB) dan Taman Kanak-Kanak (TK) Aisyiyah Bustanul Athfal (ABA) di Kecamatan Sedayu, Bantul masih perlu ditingkatkan karena minimnya pengetahuan, kompetensi, dan kualifikasi guru. Bahasa Inggris untuk anak harus diajarkan dengan cara yang menyenangkan sehingga anak bisa mengikuti dengan antusias, tidak cepat bosan, dan materi yang diajarkan bisa diterima dengan baik. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini diadakan dalam bentuk pelatihan ‘Fun English Learning’ bagi guru-guru KB & TK ABA Kecamatan Sedayu, Bantul,agar mereka bisa mengajar dengan lebih efektif dan menyenangkan. Pelatihan ini diadakan selama dua sesi secara virtual dengan total durasi pelatihan selama 240 menit (masing-masing sesi 2 jam). Materi yang disampaikan meliputi classroom instructions, listen and do, listen and color dan listen and make. Dari hasil evaluasi kegiatan disimpulkan bahwa pelatihan tersebut cukup efektif untuk meningkatkan pengetahuan dan kepercayaan diri guru tentang teknik-teknik pembelajaran yang menyenangkan bagi anak. Namun demikian, masih diperlukan pelatihan lebih lanjut dan kontinyu agar mampu meningkatkan kompetensi guru-guru KB & TK ABA Kecamatan Sedayu, Bantul dalam mengajar Bahasa Inggris.

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