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All Journal Journal of English Education Program (JEEP) E-Amal: Jurnal Pengabdian Kepada Masyarakat
Wulandari, Devi Ayu
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Other

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PENDAMPINGAN MICROTEACHING COMPUTATIONAL THINKING PADA KELOMPOK GURU MTS AL YAKIN SEBAGAI BEST PRACTICE PROSES LITERASI DIGITAL DI SEKOLAH Sa’ida, Ita Aristia; Santi, Nirma Ceisa; Audytra, Hastie; Dirgantoro, Guruh Putro; Wulandari, Devi Ayu
E-Amal: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 3: September-Desember 2024
Publisher : LP2M STP Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47492/eamal.v4i3.3552

Abstract

Lack of Computational Thinking in schools can cause problems including lack of problem-solving skills, limited creativity, lack of abstract thinking skills, inability to manage and analyze data, lack of understanding of the implications of technology, and lagging behind in career preparation. Therefore, it is important to strengthen the teaching of Computational Thinking in schools so that students have the skills and understanding needed to face challenges in the digital era. To overcome the problem of lack of Computational Thinking in schools, it is important to improve adequate curriculum, provide training and support to teachers, provide sufficient resources and access to technology, raise awareness of the importance of Computational Thinking, and encourage integration with other subjects. Socialization of Computational Thinking in schools can help prepare students to face an increasingly digital and complex world and can help overcome several problems related to technological developments and competency needs in the digital era. Through the socialization of Computational Thinking, problems such as lack of computational thinking skills, inability to solve complex problems, lack of understanding of the impact of technology, lack of integration of technology in learning, and less than optimal preparation for the digital workplace can be overcome. Thus, students can be better prepared to face challenges and take advantage of opportunities in the ever-evolving digital era
Exploring the impacts of story telling activities on students’ English pronunciation learning strategies Wulandari, Devi Ayu; Rustandi, Andi; Said, Iskhak
Journal of English Education Program (JEEP) Vol 13, No 1 (2026): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v13i1.20084

Abstract

Storytelling activities play an important role in improving students’ English pronunciation learning strategies, especially in the context of language acquisition. This study explores the impact of storytelling activities on students’ pronunciation as well as students’ responses to the use of storytelling activities to support their pronunciation in a high school in Ciamis using a qualitative case study approach. Data were collected through observations and interviews to gain a comprehensive insight into students’ experiences and perceptions of storytelling as a learning method. Findings showed that students generally showed a positive impact towards storytelling, highlighting its engaging nature and effectiveness in improving their pronunciation. Many students reported increased awareness of pronunciation nuances and greater confidence in speaking while participating in storytelling activities. However, challenges such as anxiety associated with complex vocabulary and pressure to perform in front of peers were also identified, which sometimes hindered their participation. This study emphasizes the importance of collaborative learning and peer interaction in fostering a supportive environment for language learning. Equally important is the verbal and non-verbal support and feedback from teachers that make students more enthusiastic in storytelling activities. This study suggests that educators use more diverse storytelling formats and provide targeted feedback to enhance the effectiveness of storytelling in improving pronunciation skills. In addition, the findings also indicate the need for strategies that can address students' anxiety and encourage a more relaxed learning atmosphere. Future research should investigate the long-term effects of storytelling on pronunciation and explore the integration of technology in storytelling activities to further engage students and enhance their learning experience.
Co-Authors Andi Rustandi, Andi Audytra, Hastie Dirgantoro, Guruh Putro Ita Aristia Sa'ida Said, Iskhak Santi, Nirma Ceisa