Doing national program so called School Literacy Movement (GLS), classes are expected to do 15-minute regular reading activity every day; including English classes in elementary schools. Witnessing that some classes are having limited English story books to read as well as ready-to-use follow-up activities, this article proposes reading activities using e-book application Let’s Read! that can be applied after the regular reading activities. Ranging from the low leveled-books to the advanced ones, the proposed activities in this extensive reading class are integrated; combining tasks that require children to experience Mobile Assisted Language Learning (MALL) as well as having both individual and group offline work. This type of reading activity promotes L2 learner language development, increases their motivation in reading, and helps them build reading habits. At the same time, the alpha generation maximizes the use of technology to get themselves updated with the changing use of online applications such as Let’s Read!

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.

TRAINING FOR TOURISM AWARENESS GROUPS: MAKING TOURISM VILLAGE BROCHURES IN ENGLISH. The community service activity was conducted in the form of online training intended for representatives of tourism awareness groups (Pokdarwis). Focusing on enabling the participants to create English brochures promoting their respective tourism villages, the rationale of conducting this training was to empower the participants to be able to advertise the potential of their respective tourism villages to foreigners. The training was conducted in seven sessions from 6 October 2021 up to 1 December 2021. The first session was on the principles of good brochures in terms of design, whilst the next six sessions were on how to write the sections of the brochure in English. The second session was on how to write about villages’ profiles and potentials. The third was on villages’ history and uniqueness. The fourth, fifth, and sixth were on various activities available for visiting tourists. The seventh or last session was the celebration of learning. In conclusion, the training was sufficiently successful despite the low attendance rate. Future programmes could be preceded with more sound needs analysis to ensure not only the relevance of the training materials but also the prospective participants;’ interests in joining such programmes.

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.

Doing national program so called School Literacy Movement (GLS), classes are expected to do 15-minute regular reading activity every day; including English classes in elementary schools. Witnessing that some classes are having limited English story books to read as well as ready-to-use follow-up activities, this article proposes reading activities using e-book application Let’s Read! that can be applied after the regular reading activities. Ranging from the low leveled-books to the advanced ones, the proposed activities in this extensive reading class are integrated; combining tasks that require children to experience Mobile Assisted Language Learning (MALL) as well as having both individual and group offline work. This type of reading activity promotes L2 learner language development, increases their motivation in reading, and helps them build reading habits. At the same time, the alpha generation maximizes the use of technology to get themselves updated with the changing use of online applications such as Let’s Read!