The community service programme was conducted in the form of an English Club intended for high school students. The high school partner was SMA Immanuel Kalasan, Sleman, Yogyakarta Special Regency. A total of 13 students participated in this extracurricular activity. There were six online, synchronous meetings conducted once a week. Themed "Going Global", the programme aimed to not only facilitate the student participants to improve their English language but also to facilitate them to possess intercultural competence. It was hoped that they would consider globalisation era an opportunity to understand one another and to collaborate to achieve goals together. In practice, each meeting used the combination of a 60-90 minute synchronous Zoom session and asynchronous activities through tasks that should be completed and submitted before the next synchronous meeting. Seen from the indicators of attendance and submission of tasks, it could be stated that several participants were not very motivated to actively participate in the programme. However, seen from the qualitative testimonies of several participants, the programme was engaging and could provide them with meaningful learning. Based on the evaluation of the degree of success of the programme, several conclusions were suggested along with suggestions for future programmes’ improvements.

Abstract This community service activity aims to provide English language training for teachers of Tumbuh High School, Yogyakarta, Indonesia. This training focuses on English for classroom use and student report writing. The training was conducted by two facilitators (the authors) in ten meetings. The main activities, six face-to-face in-class sessions, included syllabus presentations, discussions about teaching styles, sharing of teaching experiences and of various needs to meet especially to facilitate or accommodate some students with special needs, teaching demonstrations, and report writing. All of these activities were conducted in full English. Follow-up activities were in the form of one facilitators-participants conference in which the facilitators met each participant individually and discussed his/her progress in learning, two class observations in which the facilitators observed the participants teaching in their respective classes, and one discussion session with the curriculum coordinator about the progress of the participants during the training as an input for the school to determine the follow-up policy regarding the participants’ professional development. Keywords: Community service, English for classroom use, student reports   Abstrak Kegiatan pengabdian kepada masyarakat (PKM) yang dilakukan bertujuan untuk memberikan pelatihan Bahasa Inggris kepada guru-guru SMP/SMA Tumbuh Yogyakarta, Indonesia. Pelatihan ini mencakup penggunaan Bahasa Inggris secara lisan sebagai pengantar instruksi (kegiatan pembelajaran), dan penulisan laporan hasil belajar siswa. Pelatihan dilakukan oleh dua fasilitator (penulis) dalam sepuluh kali pertemuan.Kegiatan utama adalah enam sesi tatap muka di kelas yang berisi presentasi silabus, diskusi tentang gaya mengajar, sharing pengalaman mengajar dan berbagai macam kebutuhan khususnya untuk menfasilitasi beberapa siswa berkebutuhan khusus, demonstrasi mengajar, dan penulisan laporan hasil belajar siswa yang kesemuanya dilakukan dalam Bahasa Inggris. Kegiatan lanjutan berupa diskusi hasil belajar, dua kali observasi cara mengajar para peserta di kelas yang diampu, dan satu sesi diskusi tentang perkembangan para peserta dengan koordinator kurikulum untuk menjadi masukan bagi sekolah menentukan kebijakan lanjutan. Kata kunci: Pengabdian kepada masyarakat (PKM), Bahasa Inggris sebagai pengantar instruksi, laporan hasil belajar

This Community Service (PkM) aims to improve the knowledge and skills of the volunteers of Dream House Foundation in Yogyakarta in assisting street children during online learning which includes basic knowledge about Wix, steps to create, use, and develop Wix as an online learning medium. The activity is implemented using training methods as a form of Participatory Learning and Action, with the following implementation stages: (1) counseling on the benefits of Wix to support online learning (2) training and practice of creating Wix as online learning medium (3) FGD (4 ) creating Wix in groups (4) group work mentoring (5) result presentation and improvements (6) evaluation. The evaluation was started from the beginning of the activity with the criteria of the number of attendance, participation in each stage of the activity, and the presentation of Wix site design. The evaluation results show that 90% of the participants understand and can design Wix site to develop web-based online learning media. The creation of the Wix site according to the needs of the children in the assisted areas has referred to the Wix site developed by the facilitator team and supports the availability of online learning materials to study from home.

This study attempts to focus on one factor of bilingual acquisition and language differentiation by exploring bilingual preschoolers’ language preference in articulating word-object relationships using concentrated descriptive and associative questions. Ten bilingual preschool children from the middle class families participated in the study. Pre-testing phase was conducted before the actual testing phase and the preschool teachers were consulted to confirm the data collection. These observations on general language bias as well as preferences developed by the males and females participants may have significant implications for language teaching that teachers shall carefully deliberate the kind of classroom culture they would like their learners to experience because strong language bias could possibly develop in language prejudice that may obstruct healthy bilingual development.

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.