Peningkatan Kemampuan Bahasa Inggris Dasar bagi Guru SD. Antonius 2 Semarang
DOI:
https://doi.org/10.24002/senapas.v2i1.9218Keywords:
bahasa inggris, penguasaan, guru, sekolah dasarAbstract
Kegiatan pengabdian ini merupakan komitmen SD Antonius 2 yang ingin memperbaiki kemampuan bahasa Inggris guru dan komitmen Fakultas Bahasa dan Seni untuk mendukung salah satu program Pembangunan kota Semarang yaitu peningkatan kualitas sumber daya manusia. Pelatihan ini diikuti oleh 23 orang guru dengan menggunakan materi yang terkait dengan ekspresi yang digunakan oleh guru untuk berkomunikasi dengan siswa di kelas mapun luar kelas. Dalam pelatihan ini, guru sangat antusias dalam mengikuti kegiatan dan mempunyai motivasi yang tinggi untuk melatih ketrampilan bahasa Inggris mereka. Dari evaluasi yang diberikan, para peserta pelatihan merasa sangat terbantu dengan adanya pelatihan ini. Mereka menilai pengajar dan materi sudah sangat baik dalam pelatihan ini. Untuk pelatihan selanjutnya mereka ingin diberi materi yang lebih bervariasi seperti video pembelajaran.
References
S. N. Maili, “Bahasa Inggris pada sekolah dasar,” Jurnal Pendidikan Unsika, vol. 6, no. 1, pp. 23–28, 2018.
D. Freeman, “The case for teachers’ classroom English proficiency,” RELC Journal, vol. 48, no. 1, pp. 31–52, 2017, doi: 10.1177/0033688217691073.
Y. G. Butler, “What level of English proficiency do elementary school teachers need to attain to teach EFL?: Case studies from Korea, Taiwan, and Japan,” TESOL Quarterly, vol. 38, no. 2, p. 245, 2004, doi: 10.2307/3588380.
Sutaryo, Komari, and N. Hasan, “Globalization and English language teaching in Indonesia,” Jurnal Ilmiah Prodi Pendidikan Bahasa Inggris, vol. 10, no. 2, pp. 58–64, 2021, [Online]. Available: https://ejournal.unkhair.ac.id/index.php/cakrawala/article/view/4002/2549
D. Pajarwati et al., “Curriculum reform in Indonesia : English Education,” vol. 1, no. 1, pp. 28–36, 2021.
J. C. Richards, “Teaching English through English: Proficiency, pedagogy and performance,” RELC Journal, vol. 48, no. 1, pp. 7–30, 2017, doi: 10.1177/0033688217690059.
Y. T. Kao, “Understanding and addressing the challenges of teaching an online CLIL course: a teacher education study,” International Journal of Bilingual Education and Bilingualism, vol. 25, no. 2, pp. 656–675, 2022, doi: 10.1080/13670050.2020.1713723.
M. L. Pérez Cañado, “Are teachers ready for CLIL? Evidence from a European study,” European Journal of Teacher Education, vol. 39, no. 2, pp. 202–221, 2016, doi: 10.1080/02619768.2016.1138104.
A. Puspitasari, M. Anugerahwati, and S. Rachmajanti, “Teachers’ pedagogical and professional competences inCLIL-based primary schools in Indonesian context,” in International Conference on Education 2016, 2016, pp. 105–115.
C. Hemmi and D. L. Banegas, “CLIL : An overview,” in International perspectives on CLIL, no. May, C. Hemmi and D. L. Banegas, Eds. Palgrave, 2021, pp. 1–20. doi: 10.1007/978-3-030-70095-9.
H. Hartono, English for teachers. Yogyakarta: PT Kalarana Press, 2012.
D. Muste, “The role of feedback in the teaching-learning process,” Educatia 21, no. 19, pp. 137–142, 2020, doi: 10.24193/ed21.2020.19.17.
M. F. Shaughnessy, M. Vetterly, and M. Viner, “Types of feedback and faculty examination of importance and usage,” Psychology Research on Education and Social Sciences, vol. 4, no. September, pp. 89–96, 2023.
W. Toh and D. Kirschner, “Self-directed learning in video games, affordances and pedagogical implications for teaching and learning,” Computers and Education, vol. 154, no. May, p. 103912, 2020, doi: 10.1016/j.compedu.2020.103912.
M. Noetel et al., Video improves learning in higher education: A systematic review, vol. 91, no. 2. 2021. doi: 10.3102/0034654321990713.
D. Isadaud, M. D. Fikri, and M. I. Bukhari, “The urgency Of English in the curriculum in Indonesia to prepare human resources for global competitiveness,” DIAJAR: Jurnal Pendidikan dan Pembelajaran, vol. 1, no. 1, pp. 51–58, 2022, doi: 10.54259/diajar.v1i1.177.
S. S. Maglente et al., “My Self-perspective as future English language teacher analysis of the predictive power of mentoring process,” World Journal of English Language, vol. 13, no. 3, pp. 146–155, 2023, doi: 10.5430/wjel.v13n3p146.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Cecilia Titiek Murniati, Wuryani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
