This article reports a community service in the form of an English Club programme conducted for students of SMA Immanuel Kalasan, a private High School in Sleman, Yogyakarta. The lecturers of the English Language Education Department (ELED) of Duta Wacana Christian University (UKDW) became the facilitators of the programme with several ELED students being the facilitator assistants. The English Club was conducted in the second semester of the 2018/2019 academic year and it became the third edition of the English Club co-conducted by the school and the ELED. With speaking skill as the target, the programme used the principles of whole-person education in which the focus of the instruction was not only on cognitive aspect, but also on the affective, behavioural, and spiritual aspects. This programme was themed “Life to the Max” and there were in total seven meetings conducted every other Thursday in which each ninety-minute meeting had smaller theme in relation with the big theme. These themes were “communication”, “bullying”, “comparing self to others”, “health”, “sports”, “environment”, and “relationship”. The instruction was in general conducted in a highly communicative way with most of the activities conducted in small groups with the participants making vlogs about the topic being the after-class task. Based on the reflection of what went well and what needed improvement in this programme, some conclusions and recommendations on future programmes were made.

Aspects of biology of Acerophagus papayae Noyes & Schauff (Hymenoptera: Encyrtidae), parasitoid of papaya mealybug. Acerophagus papayae Noyes & Schauff (Hymenoptera: Encyrtidae) is an important parasitoid of the papaya mealybug, Paracoccus marginatus Williams & Granara de Willink (Hemiptera: Pseudococcidae). The study was conducted with the objective to determine various aspects of the biology of A. papayae which include the effect of diet on adult longevity, fecundity and progeny, host stage susceptibility and preference, the effect of host stages on immature development, body size, and sex ratio of progenies.  Effects of diet on adult longevity was done in the absence of hosts. Fecundity was measured by the number of mealybugs parasitized. Host stage susceptibility and preference were carried out by exposing 2nd  and 3rd  nymphal instars and pre-reproductive adults of mealybugs to parasitoids. Results showed adult parasitoids fed with 10% honey solution lived almost fourfold longer than those provided only water. A. papayae parasitized 30.1±4.92 mealybugs, with a range of 13-60 mealybugs, during 5.8 days of adult life.  In no-choice (susceptibility) and paired-choice (preference) tests, the percentage of parasitized hosts were significantly greater in 2nd and 3rd instar nymphs than in adults. The mean immature developmental time of A. papayae was longer when the parasitoids develop in large host. Developmental time of male parasitoids was shorter than the females. Female wasps which emerged from hosts parasitized at the 3rd instar nymphs and adults were significantly larger than those from the 2nd instar nymphs.  Sex ratios of the offspring emerged from hosts that were parasitized as 2nd instars were strongly male-biased, while the later stages yielded more females than males.

Mentoring in preservice education is a key success factor, because not only can it transform the preservice teacher as the mentee, but also develop the mentor teacher professionally. This prelimenary study to find the impact of individual student mentoring was inspired by the awareness of  its potential multidimentional impact for teacher professionalism. Two research questions guided this study. The first question is to find out the impact of this individual student mentoring from the student mentee’s point of view in terms of four dimensions, namely: psychological or emotional support, support for setting goals and choosing a career path,  academic subject knowledge support, and a role model. The second research question explores how this kind of mentoring developed the mentor teacher professionally. Data were collected from the students in the form of questionaire and written reflection, and from the mentor teacher in the form of written reflection. Data were analyzed separately to attend to each reseach question. The findings show that the preservice students experienced the four dimensions in their individual mentoring, while the mentor teacher developed herself professionally in 3 areas, which were interactional skills, self-awareness, and attitude. The implication of the findings is discussed at the end.

Kegiatan pengabdian kepada masyarakat (PkM) ini dilaksanakan dalam bentuk pelatihan daring Bahasa Inggris dan pembuatan video perjalanan virtual bagi para pemandu wisata tersertifikasi dari berbagai daerah di Indonesia. Terpilih 25 pemandu wisata dari 180 pendaftar menjadi peserta pelatihan ini. Dengan Atourin sebagai mitra kegiatan, tujuan pelatihan adalah memfasilitasi para pemandu wisata supaya mampu membuat video perjalanan virtual berbahasa Inggris sebagai promosi wisata yang dapat dinikmati orang asing dari rumah mereka di masa pandemi Covid-19. Pelatihan dilaksanakan selama dua bulan dalam tujuh pertemuan daring melalui platform Zoom dengan masing-masing pertemuan berdurasi 120 menit. Di akhir kegiatan, peserta mampu membuat video perjalanan virtual mempromosikan daerah wisatanya masing-masing. Sebagai kesimpulan, kegiatan pelatihan sangat berhasil dilihat dari semangat belajar dan keaktifan para peserta di setiap pertemuan. Bagi para pemandu wisata peserta kegiatan, hasil kegiatan menjadi bahan penyegaran sekaligus meningkatkan kemampuan Bahasa Inggris sebelum kembali terjun dalam industri pariwisata pasca pandemi. Evaluasi kegiatan dilakukan sebagai upaya meningkatkan kualitas kegiatan serupa di masa depan, misalnya pelaksanaan kegiatan PkM secara hybrid pasca pandemi yang memberi keleluasaan kepada peserta untuk memilih metode pembelajaran yang lebih nyaman sesuai kondisi.

The article reports a community service programme in the form of the English Conversation Club (ECC) for students of Kalam Kudus Senior High School, Surakarta, Central Java. It was conducted in the form of eight 40-50-minute online sessions via Google Meet from January 2022 up to May 2022. 30 students participated in the programme. The programme was mainly designed to introduce the participants to varieties of English such as Tagalog, Korean, Japanese, Australian, and Singaporean Englishes and to describe various places in Indonesia or abroad. Introducing varieties of English, more specifically, was intended to nurture positive attitudes towards varieties of English around the world and local accents with speaking English, including Indonesian accents, which in turn could motivate them to speak English confidently regardless of their accents. The participants reported generally positive attitudes towards the programme even though some participants still saw little relevance as to why they should learn varieties of English other than British and American. This slightly negative attitude may be attributed to the participants' limited previous exposure to varieties of English. The combination of limited duration, a big number of participants, and the online mode of the programme may also lessen the effectiveness and how well the materials on varieties of Englishes were delivered. Based on the limitations, it is suggested that to be more effective, future programmes were designed considering more carefully the duration of each meeting, the number of participants, as well as the participants' level of proficiency and previous background knowledge.