Articles
<![CDATA[Distance Learning During Covid-19 Pandemic: Students’ Engagement in English Foreign Language Class ]]>
<![CDATA[Noni Agustina]]>;
<![CDATA[Ratnawati Susanto]]>;
<![CDATA[Sri Lestari]]>;
<![CDATA[Chelsea Chelsea]]>;
<![CDATA[Yona Yona]]>;
<![CDATA[Selindah Selindah]]>;
<![CDATA[Diana Diana]]>
<![CDATA[ Alsuna: Journal of Arabic and English Language Vol 4 No 2 (2021): Case Studies in Classroom ]]>
Publisher : <![CDATA[Prodi Bahasa Arab dan Lembaga Bahasa Institut Pesantren KH Abdul Chalim Mojokerto ]]>
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DOI: 10.31538/alsuna.v4i2.1758
<![CDATA[Purpose - This study aims to explore students’ behaviour, emotional, and cognitive engagement in EFL class during Covid-19 pandemic. Design/methodology/approach - A qualitative approach with class observation, interview, and questionnaire was undertaken to examine the students’ engagement. Teachers and student of two public junior senior high schools in Jakarta, Indonesia involved voluntarily to this study. 5 teachers’ (1 man and 4 women) classes were observed and they were interviewed. 467 (187 male and 280 female) students were administered the questionnaire and 9 of them were interviewed. Findings - The result suggested that the students were disengaged behaviourally, emotionally, and cognitively in English class during distance learning. It occurred due to some factors such as uninteresting learning activities, unstable signal, and lack of students’ understanding. The study provides practical implications for English language teachers. They need to construct the interesting and various learning activities and effective strategies to gain their students’ engagement. Originality/value - Abundance of literatures investigated teaching and learning practices during Covid-19. However, a few studies examined students’ engagement in distance learning. Thus, this study concerned on students’ engagement in EFL class for junior high school level. Paper type – Research paper]]>
<![CDATA[Needs Analysis To Design a Set of English Teaching Materials for Non-English Subject Teachers ]]>
<![CDATA[Sri Lestari]]>
<![CDATA[ EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 2 No 1 (2020): Education and Linguistics Knowledge Journal (Edulink) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri ]]>
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DOI: 10.32503/edulink.v2i1.996
<![CDATA[This article aims at describing the rationale and principles of designing English teaching materials for teachers of non-English subjects. Those teachers use English as a medium of instruction. English is used to teach the subjects. To improve the teachers’ English skills, the school provided an English course. However, the teaching materials for those specific learners were not available. Therefore, designing materials is needed to precisely fulfil their needs of English in the target professional workplace. A needs analysis was conducted to gather information using questionnaires distributed to the non-English subject teachers as the learners. The data from the questionnaire were analysed qualitatively by interpreting and categorising in themes. Using the needs analysis result, a syllabus was then designed as the guidelines for developing the materials. This paper reports how the needs analysis process is employed to design a set of English teaching materials for nonEnglish subject teachers. The discussion highlighted the present situation, the target situation, the principles of designing English materials. The overview of the designed materials for teachers of non-English subjects was then presented.]]>
<![CDATA[Pembelajaran Daring Interaktif, Bermakna dan Menarik sebagai Upaya Optimalisasi Proses Pembelajaran masa Pandemi Covid-19 ]]>
<![CDATA[Irma Savitri Sadikin]]>;
<![CDATA[Sri Lestari]]>;
<![CDATA[Safi Aini]]>
<![CDATA[ Jurnal Pengabdian Pada Masyarakat Vol 5 No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/002.202054.647
<![CDATA[INTERACTIVE, MEANINGFUL AND ATTRACTIVE ONLINE LEARNING AS AN EFFORT TO OPTIMIZE THE LEARNING PROCESS AMID COVID-19 PANDEMIC. The education policy of the Indonesian government is that temporary online learning has been conducted at almost all levels of education to prevent the spread of the COVID-19 virus. This means that all Indonesian students need to study online. In relation to this, educators must be able to provide engaging, interactive, and productive online learning. This article aims to illustrate the program which promotes the mastery of the relevant online learning that can be applied to students by Elementary school teachers. Mentoring offered by the community service team (PKM) as trainers is the strategy used in community service, which is carried out in three stages: planning, implementing and reflection. The outcome of this service is that English teachers at Perguruan Cikini Elementary School have a variety of online interactive learning. It is also expected that some learning applications can help teachers develop engaging and pleasant online learning experiences so that students can achieve the required learning competence.]]>
<![CDATA[Mewujudkan Merdeka Belajar: Studi Kasus Program Kampus Mengajar di Sekolah Dasar Swasta di Jakarta ]]>
<![CDATA[Sri Lestari]]>;
<![CDATA[Khusnul Fatonah]]>;
<![CDATA[Abdul Halim]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 6 (2021): December Pages 5001-6500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i6.1679
<![CDATA[Penelitian ini bertujuan untuk mengetahui penerapan program Kampus Mengajar di sekolah sebagai upaya untuk mewujudkan merdeka belajar. Selama ini para siswa dan guru melakukan belajar mengajar untuk mendapatkan nilai tinggi dalam ujian sehingga pembelajaran monoton dan kurang mengasah keterampilan siswa di tingkat pendidikan dasar, menengah maupun perguruan tinggi. Akibatnya, kulitas lulusan belum memiliki kompetensi yang dibutuhkan dunia kerja. Pemerintah berupaya mengatasi masalah tersebut melalui kebijakan Merdeka Belajar. Salah satu program Merdeka Belajar bagi mahasiswa adalah Kampus Mengajar dengan melibatkan mahasiswa untuk membantu sekolah melakukan kegiatan belajar mengajar yang menyenangkan terutama di masa pandemi COVID-19. Penelitian studi kasus ini dilakukan di salah satu sekolah dasar swasta di Jakarta melalui observasi, wawancara dan analisa dokumen. Hasil penelitian menunjukkan bahwa program Kampus Mengajar dengan mengirimkan mahasiswa sebagai agen perubahan ke sekolah telah membantu pelaksanaan kegiatan belajar mengajar. Siswa, guru dan mahasiswa sangat antusias meskipun menghadapi berbagai tantangan. Namun, guru belum sepenuhnya terlibat dalam kegiatan-kegiatan yang dilakukan oleh mahasiswa selama program berlangsung sehingga mahasiswa meragukan adanya perubahan berkelanjutan dalam kegiatan belajar mengajar setelah program Kampus Mengajar angkatan 1 berakhir. Maka, program Kampus Mengajar selama dua belas pekan dirasa belum cukup untuk melakukan perubahan signifikan bagi sekolah untuk mewujudkan siswa dan guru yang merdeka. ]]>
<![CDATA[Peningkatan Kompetensi Pedagogik Guru Melalui Pelatihan Pemanfaatan Media Sosial dan Penerapan Flipped Classroom dalam Hybrid Learning ]]>
<![CDATA[Sri Lestari]]>
<![CDATA[ Community Education Engagement Journal Vol. 3 No. 1 (2021): October ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/ceej.v3i01.7770
<![CDATA[Pelaksanaan pengabdian kepada masyarakat ini bertujuan untuk membantu guru sekolah beradaptasi dengan teknologi dalam pembelajaran selama kegiatan pembelajaran jarak jauh (PJJ) dan persiapan pembelajaran tatap muka (PTM) terbatas di SMPIT Laa Tahzan Citra, Tangerang selama pandemi COVID-19. Sekolah tersebut mulai melakukan pembelajaran campuran (hybrid) dengan tiga hari di sekolah, dua hari di rumah. Perubahan dari pembelajaran tatap muka ke daring lalu ke campuran telah membuat para guru harus cepat beradaptasi dengan teknologi pembelajaran yang tepat. Mereka masih kesulitan menggunakan media pembelajaran yang efisien, efektif dna interaktif terutama dalam pembelajaran campuran antara tatap muka dan tatap maya. Kegiatan pengabdian masyarakat ini dilakukan pada awal september 2021 dengan fokus pada peningkatan kompetensi pedagogik guru terutama dalam penggunaan teknologi untuk pembelajaran. Sekitar 10 guru dilatih untuk memilih konten materi, metode dan media pembelajaran digital untuk pembelajaran hybrid. Pelatihan tersebut meliputi pemanfaatan media sosial untuk pembelajaran dan pengenalan flipped classroom dalam pembelajaran hybrid. Hasilnya, guru memiliki berbagai alternatif sumber belajar dan media belajar dengan menggunakan media sosial dan disampaikan dengan strategi flipped classroom. Kegiatan ini berjalan lancar dan guru-guru sangat antusias untuk menerapkan keterampilan tersebut dalam kegiatan belajar mengajar di sekolah selama pembelajaran campuran (hybrid learning).]]>
<![CDATA[Initiatives and Challenges of The Kampus Mengajar Program to Pursue Freedom to Learn ]]>
<![CDATA[Sri Lestari]]>;
<![CDATA[Khusnul Fatonahr]]>;
<![CDATA[Abdul Halim]]>;
<![CDATA[Lintang Marselesa Aurra]]>;
<![CDATA[Selindah Rahmawati]]>
<![CDATA[ Pedagonal : Jurnal Ilmiah Pendidikan Vol 6, No 2 (2022): Pedagonal : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/pedagonal.v6i2.5620
<![CDATA[This study is aimed at exploring the implementation of Kampus Mengajar to pursue the freedom to learn. Kampus Mengajar is a national program as a part of the Merdeka Belajar Kampus Merdeka (MBKM) policy by the Ministry of Education and Culture of Indonesia. This program is to help schools solve their problems and make improvements in the disruptive era, especially during the COVID-19 outbreak by sending university students to targeted schools all over Indonesia. The research involved the participants of the Kampus Mengajar program in a private elementary school in Jakarta. Data were obtained from the interview and document analysis to find out the initiatives and the challenges of conducting the program. The data were analyzed qualitatively. The findings show that to help schools, the participants planned various initiatives during the program. The main challenges of implementing the initiatives include teachers’ passive participation and lack of school facilities. It can be concluded that the Kampus Mengajar program contributes to pursuing the freedom to learn at school. However, to overcome the problems and make continuous improvements, it is not enough to count on the participants of the Kampus Mengajar program. It needs the school principal's full support and teachers’ commitment to making changes.]]>
<![CDATA[INCORPORATING EXTENSIVE READING INTO THE CURRICULUM OF ENGLISH TEACHER EDUCATION ]]>
<![CDATA[Sri Lestari]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 2 (2022): JETALL VOLUME 5 NUMBER 2 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v5i2.12872
<![CDATA[It is believed that teachers have a significant role in helping students improve their reading performance. Hence, it is crucial to develop a good reading attitude of student teachers because they will become teachers in the future. The teacher education program should prepare student teachers as role model readers. Therefore, the curriculum needs to ensure that the courses help the student teachers build their reading habits. One recommended way to improve reading performance is through extensive reading. This study employed descriptive qualitative research to know how extensive reading is implemented in the English teacher education curriculum and how student teachers view the extensive reading practice. The data resources were from the syllabus, the reflection journals, and the interviews. The study revealed that an extensive reading program could be introduced by integrating it into an existing EFL reading course. Although the English language proficiency did not improve significantly, the student teachers got their reading interest improved and learned new pedagogical skills from extensive reading sessions. It can be concluded that extensive reading can be incorporated into the existing EFL curriculum. However, for more beneficial implications for EFL student teachers, pure extensive reading is highly recommended]]>
<![CDATA[Membangun Ekosistem Literasi Sekolah Untuk Meningkatkan Kemampuan Baca Tulis Siswa di SD Al Marhamah Jakarta ]]>
<![CDATA[Sri Lestari]]>;
<![CDATA[Khusnul Fatonah]]>;
<![CDATA[Deny Surya Saputra]]>
<![CDATA[ ABDIMASKU : Jurnal Pengabdian Masyarakat UTND Vol 2 No 1 (2023): Edisi Januari 2023 - Juni 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Tjut Nyak Dhien ]]>
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DOI: 10.36490/jpmtnd.v2i1.436
<![CDATA[Kegiatan pengabdian kepada masyarakat ini dilakukan sebagai tindak lanjut penelitian dan diskusi dengan pihak mitra yaitu Sekolah Dasar Al Marhamah di Jakarta. Dari hasil pengamatan dan informasi dari kepala sekolah dan guru, sekolah tersebut mengalami kendala mendasar dalam kegiatan belajar mengajar yaitu masih banyak siswa yang belum mampu membaca dan menulis. Merespon masalah tersebut, solusi yang ditawarkan adalah membangun ekosistem literasi sekolah untuk meningkatkan kemampuan literasi baca tulis siswa. Salah satu upaya yang dilakukan untuk membangun ekosistem tersebut adalah dengan penyusunan kegiatan pembelajaran literasi baca tulis baik intrakurikuler maupun ekstrakurikuler. Tujuan kegiatan pengabdian kepada masyarakat ini adalah membekali guru dengan strategi pembelajaran literasi di dalam dan di luar kelas. Pengabdian kepada masyarakat ini diawali dengan identifikasi kemampuan membaca siswa baru kelas 1 SD melalui asesmen membaca EGRA (Early Grade Reading Assessment). Hasil asesmen menunjukkan bahwa hampir seluruh siswa kelas awal masih kesulitan membaca huruf dan kata. Hasil ini disampaikan kepada para guru dalam kegiatan lokakarya. Dalam lokakarya pembelajaran literasi tersebut, para guru dikenalkan dengan instrumen untuk asesmen membaca. Selain itu para guru berlatih menyusun rencana program literasi sekolah dan menyusun rencana pembelajaran literasi berbasis proyek. Pelaksanaan kegiatan pengabdian masyarakat ini mendapat respon antusias dari para guru. Setelah kegiatan berakhir, mereka telah mampu menyusun rencana kegiatan literasi sekolah dan menyusun strategi pembelajaran literasi baca tulis.]]>
<![CDATA[Peningkatan Soft-skills Melalui Pelatihan English for Jobseekers Bagi Lulusan Program Beasiswa ]]>
<![CDATA[Sri Lestari]]>
<![CDATA[ Literasi: Jurnal Pengabdian Masyarakat dan Inovasi Vol 2 No 2 (2022) ]]>
Publisher : <![CDATA[Pengelola Jurnal Politeknik Negeri Ketapang ]]>
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DOI: 10.58466/literasi.v2i2.457
<![CDATA[This community service is aimed at improving the soft skills of the Digital Talent Scholarship program graduates. They were graduated from the scholarship program and are looking for jobs including fresh graduates from universities and high schools, final-years university students, government employees, and job seekers in Indonesia. They completed the digital training programs and were allowed to take additional soft-skills training. One of the training is English for Jobseekers. The virtual training was held in two batches, August and October 2021 for full five days each batch. This training is to help the participants to use correct English for job hunting purposes namely writing an impressive CV, composing a cover letter, and answering job interview in English. Through presentation, discussion, simulation, and role play, the training pushed the participants to engage actively in each session. As a result, the participants have a well-written CV and cover letter and can respond the interview questions in English effectively. The community service program has successfully improved the participants’ English skills for job seeking. Therefore, it is recommended to conduct similar trainings for other groups of jobseekers.]]>
<![CDATA[Mempromosikan Aksi Perubahan Iklim (Climate Actions) Melalui Pembelajaran Bahasa Inggris ]]>
<![CDATA[Sri Lestari]]>
<![CDATA[ Jurnal Abdidas Vol. 4 No. 4 (2023): August Pages 306 - 362 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/abdidas.v4i4.825
<![CDATA[Perubahan iklim telah menjadi isu global. Hal itu ditandai dengan adanya berbagai forum yang membahas penanggulangan dampak perubahan iklim dan berbagai aksi nyata untuk mencegah efek peubahan iklim yang makin besar. Seluruh penduduk dunia dari berbagai latar belakang dapat berpartisipasi, termasuk para guru. Untuk menumbuhkan kesadaran akan perubahan iklim dan mempromosikan aksi perubahan iklim, sebuah forum diskusi secara daring (webinar) telah dilaksanakan. Tema yang diangkat adalah Education for Sustainable Development (ESD). Webinar diselenggarakan oleh salah satu universitas swasta di Jakarta dengan mengundang tiga pembicara di bidang masing-masing, salah satunya adalah akademisi bidang pendidikan bahasa. Dalam penyampaian materi terkait bidang pengajaran bahasa dibahas mengenai upaya untuk mengintegrasikan materi mengenai perubahan iklim ke dalam pengajaran Bahasa Inggris. Penyampaian materi dilakukan dengan metode ceramah, diskusi cuplikan video, dan tanya jawab. Peserta webinar yang terdiri dari mahasiswa, guru, dosen dan masyarakat umum tersebut memberikan respon positif melalui interaksi dengan pembicara di kolom chat dan sesi tanya jawab langsung. Dari kegiatan tersebut dapat diketahui bahwa para peserta memiliki kesadaran akan pentingnya aksi perubahan iklim. Sebagian peserta bahkan telah berupaya melakukan aksi perubahan iklim sesuai dengan peran kapasitas masing-masing dalam kehidupan sehari-hari. Guru dan calon guru memiliki pengetahuan baru mengenai penerapan isu dan aksi perubahan iklim di kelas Bahasa Inggris.]]>
