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Enhancing EFL Teaching Skills: An Auto-Ethnographic Online Professional Development Journey Hery Yanto The
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.543

Modern technology has altered English as a Foreign Language (EFL) instruction, opening new options for creativity and greater learning. Teachers of English as a Foreign Language (TEFL) can update their knowledge of best teaching practices and adapt to new challenges in the field by taking advantage of open, online resources. This auto-ethnographic study serves as a thorough resource for EFL educators, illuminating the procedure of selecting suitable online platforms and learning methodologies to correspond with the needs of the digital age. This study utilizes auto-ethnographic methodologies to examine the cognitive shifts and adaptive strategies involved in integrating conventional teaching practices with cutting-edge technology. Educators of foreign languages interested in self-directed professional development can gain knowledge from this study. Educators are advised to actively participate in self-directed learning pursuits, leveraging an extensive array of online resources. This study contributes to the ongoing discourse surrounding auto-ethnography, online learning, and the pedagogy of teaching English as a foreign language by providing a first-person narrative that is grounded in theoretical frameworks. Ultimately, this highlights the transformative capacity of digital platforms in the context of EFL teaching, as it promotes continuous learning and adaptability among educators.

Community Service Contributions: Impact on the English Club’s Growth The, Hery Yanto
English Education: Jurnal Tadris Bahasa Inggris Vol 17 No 2 (2024): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v17i2.24399

This study aims to describe the activities and outcomes of the English Club at SMA G after one year, using a qualitative case study approach to examine the program's impact on students' language learning. The researcher facilitated the club's activities and served as a mentor. Through discussions with the school's English teachers, counselors, and vice principals, club activities were developed to meet student interests and language levels. Data collection involved observations, lesson plans, attendance records, formative assessments, and photovoice, a method allowing students to capture and reflect on their experiences visually. During the year, the program had 15 sessions, and the average student attendance rate was 74.03 percent out of 32 and 24 students, respectively, for the first and second semesters. Although some students had scheduling conflicts because of academic obligations, those who attended showed strong motivation, especially for conversational practice. The findings suggest that speaking skills have improved significantly, particularly among lower-proficiency students who have gained confidence and vocabulary fluency. The analysis of photovoice revealed high levels of social engagement and collaboration, which reinforces the importance of interactive, supportive environments in language development. This study emphasizes the significance of structured extracurricular programs in improving student language abilities and presents a framework for integrating similar community-supported initiatives in educational settings. The findings suggest that programs such as the English Club can be essential in fostering language acquisition and student engagement.

PEMANFAATAN BUKU NONTEKS LINGKUNGAN DALAM PENDIDIKAN SAINS: ANALISIS WACANA DAN MULTIMODAL LITERASI EKOLOGIS The, Hery Yanto
Proceeding Seminar Nasional IPA 2025
Publisher : LPPM UNNES

Show Abstract | Download Original | Original Source | Check in Google Scholar

Pemerintah melalui Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemdikbudristek) telah menerbitkan berbagai buku nonteks untuk mendukung pembelajaran. Pemanfaatan buku-buku tersebut masih belum optimal. Buku-buku ini, khususnya yang bertema lingkungan, memiliki potensi besar untuk memperkaya pendidikan sains sekaligus menumbuhkan kesadaran ekologis pada generasi muda. Minimnya sosialisasi tentang cara penggunaan dan manfaat buku nonteks ini menyebabkan kurangnya pemanfaatannya sebagai bahan pengayaan belajar bagi siswa. Padahal, konten buku-buku tersebut sangat relevan dengan konsep pembangunan berkelanjutan (SDG). Penelitian ini bertujuan menganalisis dua komik lingkungan terbitan Kemdikbudristek sebagai upaya untuk mengoptimalkan potensi buku nonteks dalam pendidikan sains untuk menumbuhkan kesadaran akan perlunya kelestarian lingkungan. Penelitian menggabungkan analisis wacana dan analisis multimodal. Analisis wacana digunakan untuk mengidentifikasi konteks sosial, tujuan dan fungsi komunikasi. Analisis multimodal menelusuri hubungan antara teks dan elemen visual dalam menyampaikan pesan lingkungan. Hasil penelitian menunjukkan bahwa kedua komik tersebut membahas isu- isu lingkungan yang beragam, mulai dari pencemaran sungai, dampak limbah, polusi udara, hingga tantangan diversifikasi pangan. Temuan penelitian mengungkap bahwa konten cerita dan aspek visual dalam komik dapat menjadi media pembelajaran yang efektif untuk meningkatkan pemahaman sains dan kesadaran lingkungan. Melalui pendekatan naratif dan visual yang menarik, buku nonteks ini mampu mendorong pembaca untuk merefleksikan isu lingkungan sekaligus menginspirasi aksi nyata. Penelitian ini merekomendasikan pengintegrasian buku nonteks berbasis lingkungan ke dalam kurikulum pendidikan sains, serta perlunya sosialisasi lebih intensif kepada pendidik tentang strategi pemanfaatannya.

Enhancing EFL Teaching Skills: An Auto-Ethnographic Online Professional Development Journey The, Hery Yanto
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.543

Modern technology has altered English as a Foreign Language (EFL) instruction, opening new options for creativity and greater learning. Teachers of English as a Foreign Language (TEFL) can update their knowledge of best teaching practices and adapt to new challenges in the field by taking advantage of open, online resources. This auto-ethnographic study serves as a thorough resource for EFL educators, illuminating the procedure of selecting suitable online platforms and learning methodologies to correspond with the needs of the digital age. This study utilizes auto-ethnographic methodologies to examine the cognitive shifts and adaptive strategies involved in integrating conventional teaching practices with cutting-edge technology. Educators of foreign languages interested in self-directed professional development can gain knowledge from this study. Educators are advised to actively participate in self-directed learning pursuits, leveraging an extensive array of online resources. This study contributes to the ongoing discourse surrounding auto-ethnography, online learning, and the pedagogy of teaching English as a foreign language by providing a first-person narrative that is grounded in theoretical frameworks. Ultimately, this highlights the transformative capacity of digital platforms in the context of EFL teaching, as it promotes continuous learning and adaptability among educators.

Keterampilan Berpikir Tingkat Tinggi melalui Tugas Membaca: Studi Kasus pada Mahasiswa Desain Pembelajaran The, Hery Yanto
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 1 (2024): Edisi Januari 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i1.800

This case study looked at the effect of task-based instruction on students' higher-order thinking skills (HOTS) in an assignment on learning design's course. Students completed the task in Indonesia after studying the module either in English or the translation in Indonesian. Forty-seven students engaged in the completion of the task. Students provided reflections following their assessments to evaluate HOTS. This research demonstrated that task-based learning has a beneficial impact on HOTS. Engaging in extensive reading, with or without the assistance of translation tools, enhances understanding. Objective examinations that are well-designed provide an effective evaluation of the grasp of concepts. Reflections showed the challenges students encountered in their learning, emphasizing the significance of comprehensive reading and repeated reading to complete the task sucessfully. This study validates the capacity of task-based learning to improve HOTS, demonstrating the overall advantages of comprehensive reading and the need for well-designed evaluations and self-analysis.

SELF-DIRECTED PROFESSIONAL DEVELOPMENT AND HEUTAGOGY: INSIGHTS FROM THE BRITISH COUNCIL MINI-EVENT The, Hery Yanto
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.4839

This research delves into the fusion of heutagogy principles with self-directed learning (SDL) to elevate my growth as a second language teacher-educator. Through the lens of intuitive inquiry, I reflect on my evolution from an applicant to a presenter at the British Council Mini-Event, where I shared my teaching insights. This qualitative approach, distinct from traditional empirical methods, facilitates a profound personal assessment, capturing the transformative journey of independent learning and achieving goals. The study underscores how heutagogy—a framework centered on learner autonomy—works in tandem with SDL to nurture educator independence, resilience, and creativity. The insights gained shed light on navigating the hurdles of preparing for international conferences, mentorship, and effective presentation, providing a blueprint for teacher professional development. By chronicling this experience, I hope to motivate other educators to embrace self-directed learning strategies, illustrating that reflective and intuitive research can produce significant performance indicators and inspiring milestones. This study adds to the conversation on alternative pathways for professional development, championing heutagogy and SDL methodologies to empower educators in charge of their lifelong learning journey.

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