Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Jurnal Pengabdian Masyarakat Bestari (JPMB) Glens: Global English Insights Journal
Aprilia Susanti
Universitas Nahdlatul Ulama Sunan Giri
Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Mentoring Pendaftaran Beasiswa Pertukaran Pelajar Internasional bagi Santriwati Pondok Pesantren Yahqi untuk Meningkatkan Daya Saing Global Aprilia Susanti; Ainu Zumrudiana
Jurnal Pengabdian Masyarakat Bestari Vol. 1 No. 7 (2022): October 2022
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmb.v1i7.854

Abstract

Pertukaran Pelajar Internasional memberikan beragam manfaat kepada pelajar, seperti meningkatkan kemampuan Bahasa dan pengalaman interkulturalnya. Maka kegiatan pengabdian masyarakat ini diawali dengan mentoring menulis Curriculum Vitae dan motivation letter berbahasa Inggris, menyiapkan dokumen pendaftaran, menulis essay ‘kontribusiku untuk Indonesia’,dan mendampingi mereka untuk mendaftar beasiswa pertukaran pelajar ini secara daring. Metode yang digunakan dalam proses pendampingan ini adalah pembelajaran di kelas dan pendekatan personal untuk memastikan setiap santriwati melalui semua tahapan pendaftaran dengan benar. Sebelum submit pendaftaran, seluruh hasil tulisan dan dokumen yang telah ditulis santriwati akan dicek dan diberikan feedback agar mendapatkan hasil terbaik.
Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching Fitria Handayani; Iin Widya Lestari; Aprilia Susanti
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a2

Abstract

Pre-service English teachers face various challenges that can significantly impact their competencies and roles, particularly in dealing with students and fellow teachers. The COVID-19 pandemic has added an extra layer of complexity by necessitating the transition from traditional face-to-face learning to online education. This shift is evident in the case of the microteaching course, which originally took place in a physical classroom but was abruptly moved to an online format. This study aims to examine the experiences of pre-service English teachers in virtual teaching practice and how they navigate the challenges associated with professional development during the microteaching course. A total of 31 pre-service English teachers participated in this research, engaging in virtual teaching practice. Data was collected through in-depth interviews, questionnaires, and reflective journals. The findings indicate that pre-service English teachers acknowledge the ineffectiveness of virtual microteaching, citing difficulties in managing and accessing teaching processes as well as the challenges of creating suitable teaching materials. As a result, future pedagogical practices should focus on enhancing the preparation and design of teaching and learning materials to better support the professional development of pre-service English teachers. This will ultimately contribute to their growth as educators during their teaching internships.
Pre-Service English Teachers’ Voice on Virtual Teaching Practice: Shifting from Face-to-Face Teaching into Virtual Teaching Fitria Handayani; Iin Widya Lestari; Aprilia Susanti
GLENS: Global English Insights Journal Vol. 1 No. 1 (2023): GLENS, November 2023
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v1i1.2023a2

Abstract

Pre-service English teachers face various challenges that can significantly impact their competencies and roles, particularly in dealing with students and fellow teachers. The COVID-19 pandemic has added an extra layer of complexity by necessitating the transition from traditional face-to-face learning to online education. This shift is evident in the case of the microteaching course, which originally took place in a physical classroom but was abruptly moved to an online format. This study aims to examine the experiences of pre-service English teachers in virtual teaching practice and how they navigate the challenges associated with professional development during the microteaching course. A total of 31 pre-service English teachers participated in this research, engaging in virtual teaching practice. Data was collected through in-depth interviews, questionnaires, and reflective journals. The findings indicate that pre-service English teachers acknowledge the ineffectiveness of virtual microteaching, citing difficulties in managing and accessing teaching processes as well as the challenges of creating suitable teaching materials. As a result, future pedagogical practices should focus on enhancing the preparation and design of teaching and learning materials to better support the professional development of pre-service English teachers. This will ultimately contribute to their growth as educators during their teaching internships.
Co-Authors Ainu Zumrudiana Fitria Handayani Lestari, Iin Widya