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All Journal Script Journal: Journal of Linguistic and English Teaching Al-Khidmah Jurnal Pengabdian Masyarakat
Katrina Herda, Rozanah
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Religion Humanities Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media Social Sciences

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Workshop Peningkatan Kompetensi Pedagogik Guru Bahasa Inggris SMK di DIY Margana, Margana; Saputro, Eko Prasetyo Nugroho; Katrina Herda, Rozanah; Sulistyowati, Nina; Gita Atibrata, Tyas; Yulia Purwaningrum, Adriani; Sugesti, Nunik
Al-Khidmah Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2024): OKTOBER
Publisher : Institute for Research and Community Service (LPPM) of the Islamic University of Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/jak.v4i2.3157

Abstract

This community service program was initiated to address challenges faced by vocational high school teachers in Yogyakarta. The primary issue is the lack of teacher preparedness to implement differentiated learning models in English lessons. Teachers often lack confidence in their ability to design engaging and relevant learning scenarios for students with diverse characteristics. Additionally, there is a tendency among teachers to assess student skills and readiness uniformly, leading to suboptimal delivery of varied activities, materials, and resources that cater to individual learning styles and preferences. To address these challenges, a workshop was organized to enhance teachers' understanding and skills in differentiated English learning. The workshop aimed at improving the pedagogical competence of vocational high school English teachers in Yogyakarta was conducted between May and June 2024, both online and offline. The program included practical experience-sharing sessions, offline workshops, and online mentoring to review teaching modules created by 49 vocational high school teachers. These modules were based on differentiated learning principles tailored to vocational education. The teachers provided positive feedback on the workshop, indicating that they found the facilities and presentation of the material highly beneficial. The success of this workshop, centered on differentiated learning, underscores its impact on enhancing the pedagogical skills of vocational high school English teachers.
The Needs of Teaching English Using Brain-Based Learning in 21st Century Era Winantaka, Binar; Katrina Herda, Rozanah; Sulistyowati, Nina; Margana, Margana; Mukminatun, Siti; Aguilar Principe, Regine; Yingfan, Miao
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 2 (2024): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i2.1845

Abstract

Background: In the context of 21st-century learning, effective engagement of students and accommodation of many learning styles depend on brain-based learning (BBL). This approach improves understanding, memory, and adaptability by matching instruction with cognitive science and educational needs. Therefore, BBL emphasizes matching teaching approaches to how the brain processes and remembers information, which improves language acquisition, as teaching English entails employing tactics that address cognitive skills such as memory, attention, and motivation. Methodology: This quantitative study involved 50 English teachers in Yogyakarta, Indonesia, aim to reveal the teachers’ needs to teach English using BBL in this 21st-century era. The instrument of data collection was a questionnaire designed using the 5-Likert Scale that was interpreted using mean scores for each statement.Findings: The finding of this study revealed teachers need BBL in applying teaching scenarios, as well as the BBL represents Project-Based learning supported by audiovisual and critical thinking integration during the learning process. All those components are fitted with the characteristics of the balance of the right and left-brain sides.Conclusion: It is deemed essential since it directly affects the instructors' ability to effectively nurture student engagement and achievement, and the teachers should be consulted regarding the need for BBL. Incorporating educators into this conversation also guarantees that the tactics used are realistic and adapted to actual classroom situations. The knowledge and expertise of educators are crucial for improving brain-based learning strategies.Originality: This study can be a pioneer in exploring more opportunities for the needs of BBL and its relationship with learning success. Moreover, knowing brain balance contributes to a more inclusive and effective learning environment by accommodating different learning styles and boosting overall student well-being and academic achievement.
Co-Authors Adriani Yulia Purwaningrum Aguilar Principe, Regine Binar Winantaka Gita Atibrata, Tyas Margana Margana Nunik Sugesti Saputro, Eko Prasetyo Nugroho Siti Mukminatun, Siti Sulistyowati, Nina Yingfan, Miao