Covid-19 has an impact on the decrease in trading activity in Dusun.Srumbung Gunung, because marketing activities still rely on physical stores. The purpose of community service activities is to develop a Pasar Dusun website and train website administrators welcoming the new normality. This activity was carried out with a descriptive approach using two methods. First, mentoring was done to start the Website of Pasar Dusun. Second, the training of administrators who are in charge and responsible for managing trade transactions that occur on the website of Pasar Dusun was carried on. The result of this activity is the availability of a Dusun Market website that can be accessed on https://pasardusun.sakoo.id/. Since, August 13, 2020 to September 19, there have been 9 successful trade transactions on the website of Pasar Dusun with a total of 165 products sold. This shows the contribution of digital marketing to increase the income of villagers after Covid-19. The results of the training of administrators, website managers have been able to maintain and update information related to buying and selling activities on the website of Pasar Dusun.
Sekolah Luar Biasa (SLB) is a school specialized for students with special needs, particularly students with Intellectual and Developmental Disability (IDD). In Indonesia, the government guarantees that they have the same right to study formally and informally; and to get the best teachers in the teaching and learning process. In English language teaching, however, even qualified teachers have problems while teaching English to students with IDD. Despite the urgency to solve the problems faced by teachers who teach English or a foreign language to special needs students, especially IDD, there are only a few articles covering this topic. This study, which uses a descriptive qualitative method, aims at uncovering the problems and solutions of five English teachers in teaching students with IDD in SLB Pembina Tingkat Nasional Bagian C Malang. In order to obtain the needed data, an observation checklist, a field note, and an interview guide were utilized. The findings revealed that problems faced by the teachers were related to teachers’ English proficiency, methods and media used in teaching, and students’ ability in learning. The teachers used different solutions to overcome the problems, but the most common solution was using repetition in teaching and practicing. This solution was used as the students had difficulties in understanding and remembering the lesson. The other solutions used during the teaching and learning process include YouTube videos, English learning application, posters, and BSE.
Previous studies revealed that genre awareness and reading habits partially correlate with reading comprehension. This article reported the results of a study aiming to find out the contribution of genre awareness and reading habits towards the development of students’ comprehension of reading English texts. The participants of this study were 68 students of the Department of English of a state-owned university in East Java, Indonesia, in the 2020/2021 academic year. These students took the three reading courses (Intensive Course, Basic, and Intermediate Reading courses) and were assumed to have been familiar with genres and have developed some reading habits. This research employed a correlational design, involving two predicting variables (genre awareness and reading habits), and one response variable (comprehension). The data were gathered using three instruments: an objective test to measure students’ genre awareness, an online questionnaire to identify students’ reading habits, and an objective test to measure students’ reading comprehension. The data were analyzed using multiple linear regression analysis aided by SPSS/PASW Program. The results showed that the data are normally distributed so that conclusions can be drawn accurately that genre awareness and reading habits partially and significantly contribute to reading comprehension. The results also indicated that genre awareness and reading habits simultaneously and significantly contribute to reading comprehension, as shown by the results of the analysis that genre awareness and reading habits contributed 0.203 or 20.3% to reading comprehension. The rest (79.7%) was attributed to other variables outside the variables under study. This study concludes that good genre awareness and good reading habits help students develop good reading comprehension. The results provided in this paper can be used by English teachers as an alternative to help their students improve their genre awareness and cultivate good reading habits.
This study aims at examining the profile of the students’ English proficiency in the Department of English, Universitas Negeri Malang (UM). A number of 277 students across admission classes: 2016, 2015, 2014, and 2013 were involved in the study. Their proficiency was measured using a paper-and-pencil TOEFL-like test. The subtests reliability was assured. The data was analyzed using descriptive and inferential statistical analyses. The results show no respondent reached the advanced level; the majority was in the low intermediate level. The respondents’ score was not linear with their year of admission classes. However, a linearly increasing average score was observed from the scores of Classes of 2015, 2014, and 2013 respectively. Statistical differences in the mean scores of the students across admission classes were observed. Particularly, the mean score of Class of 2016 differed from those of Classes of 2015, 2014, and 2013. Similarly, the mean score of Class of 2013 differed statistically from that of Classes of 2016, 2015, and 2014. However, the mean score of Classes of 2014 and 2015 did not differ statistically. Statistically the mean scores of Classes of 2014 and 2013 in the first semester and those of Classes of 2014 and 2013 in their fifth and seventh semester differed. Next, no evidence of statistical differences was observed in the mean score of the students across different study programs in their seventh semester. Finally, none of Class of 2013 exactly met the graduate profile. However, those beyond the profile and those below the profile were marginally comparable. These findings were further discussed.
EFL teachers’ reasons for selecting instructional materials during the COVID-19 pandemicThe COVID-19 pandemic has changed how teachers teach and students learn in the classroom. One of the challenges in the online teaching is that teachers are required to prepare the instructional materials for their students. This study aims at investigating the EFL teachers’ reasons for choosing the instructional materials in the time of the COVID-19 pandemic. By employing a set of questionnaires, this study collected the data from 219 English teachers from various levels of education online via the google form link. The data collection was done for one month starting from 5 May to 5 June 2020. The data were analyzed through a content analysis by identifying, grouping, and categorizing similar and different responses. The results of analysis showed that the EFL teachers have five categories of reasons in selecting the instructional materials in the time of pandemic: the instructional materials should be easy, relevant, simple, attractive, and absent from crime, pornography, and viruses. These results suggest that the EFL teachers make use of these reasons in selecting and developing the instructional materials for their students during and after the pandemic. For future textbook developers, these considerations can be used a reference to develop textbooks which accommodate students’ voices and teachers’ voices during the online teaching and learning activities.Keywords: EFL, teachers, reasons, instructional materials, COVID-19Alasan-alasan guru bahasa Inggris sebagai bahasa asing dalam memilih materi pembelajaran selama pandemi COVID-19Pandemi COVID-19 telah banyak mengubah bagaimana guru mengajar dan siswa belajar di dalam kelas. Salah satu tantangan dalam pembelajaran daring adalah guru harus menyiapkan materi pembelajaran untuk siswa. Penelitian ini bertujuan untuk menginvestigasi alasan-alasan guru bahasa Inggris dalam memilih materi pembelajaran selama masa pandemi COVID-19. Dengan memanfaatkan angket sebagai instrumen penelitian, data dikumpulkan dari 219 guru bahasa Inggris yang berasal dari berbagai tingkat satuan pendidikan. Angket didistribusikan kepada para guru secara daring mulai tanggal 5 Mei sampai 4 Juni 2020. Konten respon guru bahasa Inggris kemudian dianalisis dengan mengidentifikasi, mengelompokkan, dan mengkategorikan jawaban-jawaban yang sama dan berbeda. Hasil analisis menujukkan bahwa guru bahasa Inggris memiliki lima alasan dalam memilih materi pembelajaran selama pandemi COVID-19: materi pembelajaran harus mudah, relevan, sederhana, menarik, dan aman dari unsur kriminal, pornografi, dan virus. Berdasarkan hasil ini, guru bahasa Inggris disarankan menggunakan lima alasan ini dalam pemilihan dan pengembangan materi pembelajaran selama dan setelah pandemi COVID-19. Selain itu, pengembang buku ajar juga disarankan menggunakan hasil ini sebagai referensi dalam mengembangkan buku ajar yang mengakomodasi perspektif para guru dan siswa.Kata kunci: bahasa Inggris, guru, alasan, materi pembelajaran, COVID-19
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