Tujuan pelaksanaan pelatihan penggunaan virtual reality dalam pengajaran kosa kata Bahasa Inggris pada guru Sekolah Dasar di Kecamatan Cipanas ini untuk membuka wawasan dan pengetahuan guru terkait media pembelajaran berbasis teknologi. Metode pelaksanaan kegiatan menggunakan pendekatan yang digunakan dalam pelatihan adalah pendekatan klasikal. Terdapat 5 tahapan dalam kegiatan pengabdian ini, yakni sebagai berikut: Identifikasi Masalah, Proses Informasi dan Solusi yang Ditawarkan, Penyusunan Materi Pelatihan, Pelaksanaan Pelatihan, Evaluasi. Perlu adanya peningkatan dalam metode pembelajaran Bahasa Inggris yang semula masih manual sekarang bergeser kepada penggunaan alat teknologi, solusi yang ditawarkan adalah memberikan penguatan kepada guru peserta pelatihan bahwa pembelajaran berbasis kolaboratif dapat diterapkan ketika VR digunakan sebagai media pembelajaran.
Collaborative teaching has been performed by special educators in K-12 schools for decades, and myriads of studies have witnessed its promising impacts on both students and teachers. Notwithstanding its vogue, only a few studies have primarily dealt with its implementation in higher education. Furthermore, empirical attempts accentuating lecturers’ stepwise practices during collaborative teaching implementation remain under-explored, especially when the practices are undertaken online. This study, henceforth, intends to fill the void. In total, the experiences of two collaborating lecturers, leading Teaching English for Foreign Language (TEFL) and Technology-Enhanced Language Learning (TELL) course, were scrutinized. Their practices were documented for 20 weeks and their views were also assembled to grasp how they perceived their online co-teaching practices. In addition, the views from six representative students were assembled at the end of the term through focused group discussion. Through Joint Practice Development (JPD) framework, lecturers’ online collaborative teaching practices were captured and conceptually grouped into five developed stages – collaborative planning, collaborative instruction, peer feedback and evaluation, follow up, and refinement stage. Admitting lecturers’ online co-teaching approach, students contended that its implementation was opportune in bridging their needs of pedagogical knowledge and related technology, facilitating learning efficiency, and fostering their collaboration awareness. Albeit its effectiveness, students are also concerned with collaboration appearance clarity, learning proficiency, and autonomy. Thus far, this teaching approach is worthy of continuing in the higher education, with clear format to adopt.
Dalam upaya mewujudkan keberhasilan pembelajaran bahasa Inggris sebagai bahasa asing, para guru pemelajar usia dini harus dapat memahami kebutuhan siswa mereka. Mereka harus memiliki pemahaman yang menyeluruh tentang perkembangan pembelajar muda pelajaran yang efektif untuk memenuhi kebutuhan siswa. MI An-Nur sebagai salah satu sekolah yang melaksanakan pembelajaran bilingual memerlukan peningkatan kemampuan guru baik bahasa Inggris dan pedagogis. Merujuk pada situasi tersebut, pelatihan bahasa Inggris (classroom instructions) untuk pengajaran para siswa usia dini merupakan sebuah solusi untuk meningkatkan kompetensi guru Bahasa Inggris di MI An-Nur. Pelatihan tersebut dilakukan melalui sejumlah kegiatan simulasi pengajaran yang melibatkan 15 orang guru MI An-Nur beserta para dosen Prodi Pendidikan Bahasa Inggris Universitas Suryakancana. Kegiatan pelatihan tersebut meliputi tiga tahapan, yaitu pra-kegiatan, pelaksanaan kegiatan, dan evaluasi kegiatan. Melalui kegiatan pelatihan ini, para guru MI An-Nur memperoleh wawasan dan keterampilan yang lebih baik tentang pengajaran Bahasa Inggris untuk siswa usia dini terutama mengenai classroom instruction. Dengan demikian, diharapkan para guru di MI An-Nur akan mampu melaksanakan pengajaran Bahasa Inggris yang lebih baik bagi para siswa usia dini.
In this digital age, using technology to teach English has become commonplace. This study focuses on the integration of virtual reality (VR) into vocabulary teaching to young learners. The aims of the study are finding out the teacher's classroom practices, the challenges, and the young learners’ views of VR integration in learning vocabulary. In this study, a case study was applied in conjunction with observation, an open-ended questionnaire, and an interview to uncover the concerns. The respondents were an English teacher and 40 students of fifth grade at SDN 1 Cipanas, Cianjur. Despite the fact that the teacher was able to incorporate VR into her English classroom, there are also some challenges discovered during the practice. School readiness in terms of device availability, teacher’s TPACK level, workloads, teaching media, and classroom managerial skills became the primary issues in the language instruction using VR. Furthermore, the proficiency, characteristics, and quantity of students in the classroom must also all be taken into account. To young learners, on the other hand, learning vocabulary using VR is engaging and entertaining, even if prolonged exposure to the VR lens causes headaches. It is recommended that policymakers pay greater attention to providing more supportive policies and improved facilities for TEYL practice in Indonesia.
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