Masa Pandemi covid-19 memaksa pembelajaran dilakukan secara daring sehingga hal tersebut mengharuskan anak-anak untuk mengetahui bagaimana menggunakan teknologi dengan benar termasuk penggunan komputer. Kegiatan ini dilaksanakan pada tanggal 09 Februari 2021 sampai dengan 15 Maret 2021 dengan tema pengabdian “Pelatihan Pengenalan Dasar-Dasar Komputer pada masa pandemi Covid-19 bagi siswa SD di desa Marannu”. Tujuan diadakannya kegiatan ini yaitu agar anak-anak SD di Desa Marannu mampu menguasai ilmu pengetahuan komputer seperti Microsoft Office diantaranya Microsoft Word dan Powerpoint, serta cara mengakses informasi dari internet. Metode pelaksanaan pengabdian ini adalah persiapan, pelaksanaan, dan evaluasi. Dalam kegiatan ini tim pengabdian berhasil menjalankan pelatihan dasar komputer. Hal ini terlihat dari antusias anak-anak dalam mengikuti kegiatan. Hasil dari kegiatan ini adalah siswa-siswi sekolah dasar di Kelurahan Temmalebba mengenal dan mampu menggunakan teknologi yang telah mereka dapatkan melalui pelatihan.
Environmental education (EE) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. It aims to build the language teachers’ and students’ awareness of the importance of EE and green pedagogy in ELT. However, research into integrating EE in language education is still scarce. Therefore, this article presents an analysis of multimodal discourse of the EE imperatives in using content and language integrated learning (CLIL) strategy. Grounded in the video data analysis (VDA) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “Bye-Bye Plastic Bags Jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the British Council Indonesia. Based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentally-relevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. In other words, the inclusion of green pedagogy and environmental sustainability initiatives in ELT should be well-acknowledged. The methodological and pedagogical strategies in integrating environmental issues in ELT in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in EE and indirectly build students’ metacognitive skills about environmental care.
This article reports on a narrative case study that showcases the local English teachers’ perceived inequality practices and identity construction in Indonesia’s micro-reality context of a private language school domain. Grounded in the social theory of power, privilege, and positional identities, three synchronous online interviews were conducted to explore the LETs voices about what it means to experience the equality of rights and obligations in the workplace. As a result, the study revealed four inequality issues: (1) dissatisfaction with the payroll system, (2) the representation of gender and race in promotional endorsement, (3) the call for decolonizing pedagogy in ELT materials and resources, and (4) perceived identity as legitimate and qualified English teachers. Regarding the workload capacity and role as professional English teachers, they recognized that they deserve equal treatment as their native counterparts. However, this type of discrimination will further widen the gap between LETs and NESTs dichotomy and impede the construction of language teacher identity. This study suggests exploring dedicated strategies to develop information literacy skills for school principals, parents, teachers, students, and policymakers. This study will also contribute to the growth of critically oriented literature and scholarship on teacher identity and critical anti-racist language teaching pedagogy.
The research aims at finding out the appropriate way to increase grammar ability in learning simple past tense of the eleventh year students of SMA Negeri 1 Larompong. The population of this research is the eleventh year students of SMA Negeri 1 Larompong consists of IPA which is distributed into 4 classes and IPS into 2 classes. So, total number of population is 244 students. The sample of this research is 30 students from 5 students of each class XI IPA and IPS to the eleventh year students of SMA Negeri 1 Larompong. In this research the researcher used pre experiment method. Based on the data analysis, the researcher can conclude that teaching structure simple past tense by applying EGRA method was effective to increase the students’ understanding. It was supported by the achievement of the ideal score in the pre test 53.00. In this case, the mean score in the post test 86.00. It means that, the students had a good understanding in learning structure simple past tense by used EGRA method. So, it could be concluded that the applied of EGRA method in teaching simple past tense is effective.
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