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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pengabdian kepada Masyarakat Nusantara
Waruwu, Julvin Oryentika
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Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Social Sciences Other

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Training on Creating Interactive English Learning Activities Using Edpuzzle Yunita Harita, Epifania Anggun; Waruwu, Julvin Oryentika; Enjelina Bate’e, Juni For; Telaumbanua, Yasminar Amaerita
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 4 (2025): Edisi Oktober - Desember
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55338/jpkmn.v6i4.6585

Abstract

The advancement of information and communication technology (ICT) has transformed the landscape of education, requiring pre-service teachers to develop strong digital pedagogical competence. This study describes a training program entitled ―Training on Creating Interactive English Learning Activities Using Edpuzzle‖ conducted for second-semester students of the English Education Study Program at Nias University. Using a qualitative descriptive design combined with a project-based learning (PBL) approach, the training aimed to improve students’ Technological Pedagogical Content Knowledge (TPACK) and ability to design interactive video-based media. Data were collected through observation, field notes, pre-tests, post-tests, and participant questionnaires. The results revealed a significant increase in students’ digital literacy, creativity, and confidence in integrating technology into English teaching. The average performance score improved from 42.5% before the training to 91.2% afterward. Students successfully created interactive English learning videos using Edpuzzle, embedding quizzes, voice notes, and reflective prompts aligned with TPACK principles. The findings support the Cognitive Theory of Multimedia Learning and demonstrate the effectiveness of project-based digital media training in enhancing 21st-century teaching skills. This program highlights the importance of structured, hands-on digital pedagogy training for pre-service English teachers to bridge the gap between theoretical knowledge and classroom practice.
ENGLISH TEACHERS' CHALLENGES IN TEACHING ENGLISH TO 3-5 YEARS OLD CHILDREN AT PPA HILINA'A Zebua, Meniati; Laoli, Adieli; Waruwu, Merlin; Waruwu, Julvin Oryentika; Halawa, Fitri Seniawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41580

Abstract

Teaching English to children aged 3–5 years presents unique challenges related to their developmental characteristics, particularly in non-formal early childhood education settings. This study aims to explore the challenges faced by English teachers in teaching young learners at PPA Krammer Hilina'a. A descriptive qualitative research design was employed to obtain an in-depth understanding of classroom practices and teacher experiences. Data were collected through semi-structured interviews and classroom observations involving one teacher/student practitioner responsible for teaching English for Young Learners (EYL). The data were analyzed thematically to identify key challenges and instructional responses. The findings reveal that teachers face significant pedagogical difficulties, including children’s limited ability to understand abstract concepts, rapid memory loss, and interference from the first language (L1). Classroom management emerged as the most prominent challenge, characterized by short attention spans, high energy levels, and ineffective transitions between learning activities. To address these challenges, teachers implemented visual-based learning strategies, such as flashcards and presentation slides, combined with emotional and patient interaction and direct engagement with students. These approaches contributed to improved learner participation and confidence. The study concludes that teaching English to very young learners in non-formal educational contexts requires developmentally appropriate strategies and strong classroom management skills. Therefore, targeted training in early childhood pedagogy and English for Young Learners is recommended to enhance teaching effectiveness.
Co-Authors Adieli Laoli Enjelina Bate’e, Juni For Halawa, Fitri Seniawati Waruwu, Merlin Yasminar Amaerita Telaumbanua Yunita Harita, Epifania Anggun Zebua, Meniati