The government has issued various policies to stop the spread of COVID-19. One of them is online learning (on the network) which is carried out by almost all levels of education in Indonesia. Learning models are developed based online (e-learning). Nevertheless, on the other hand, the implementation of online learning experiences obstacles such as teachers' lack of knowledge and skills in managing to learn online. This community service aims to improve the abilities and skills of elementary school teachers in using e-learning applications based on Google Classroom in helping the online learning process during the pandemic. The target of this activity is the Gegunung Village Elementary School teachers. Execution method using lectures, practicum, and question and answer. Training participants are given an understanding concept about distance learning media or online and practising use of the Google Classrooms application. The results of this activity include training participants very enthusiastic about participating in the training. The Gegunung Village Elementary School teacher can understand the use of google classroom with an indicator that the teacher can create online learning. The Gegunung Village Elementary School teachers have operated the application Google Classroom as an alternative medium. However, assistance still needs to be done until the teacher understands and uses Google Classroom as an online learning medium during the COVID-19 pandemic.

The focus of this study was to investigate the effectiveness of Gist and Graphic Organizers in teaching reading to students with different levels of vocabulary proficiency. This study used a quasi-experimental methodology with a 2x2 factorial design to examine university-level English language learners. Two experimental subjects were involved. Gist and Graphic Organizer materials were used as instructional tools for data collection. Additionally, an observation was made to validate the data findings. According to the research findings, Gist and Graphic Organizers were helpful in teaching reading to students with different vocabulary competence levels. However, the results suggested that the Gist technique benefits both pupils with high and low vocabulary skills. Observation also revealed that students found the Gist technique more engaging and participatory. The lexical proficiency of students had a substantial impact on instructional materials, mainly when the Gist technique was applied. It has a significant impact on the reading comprehension of students. In teaching reading comprehension, the Gist method was adequate for students with a high vocabulary competency, while graphics Organizers was adequate for learner with a low vocabulary proficiency.

This study examined the challenges both teachers and students in implementation of teaching and learning ESP. It focuses on mastering English in students’ needs relating to the specific fields. This used a qualitative study obtaining data from questionnaires and interviews. The findings showed that the students’ vocabulary mastery was an obstacle during learning ESP. It made the students felt difficult to comprehend the materials. Moreover, the teachers are supposed to prepare the ESP materials from textbooks and articles relating to the specific fields although there were lack of sources. However, learning ESP applied the students-centered activities and built an interaction between teachers and students during discussing and practicing the ESP materials. It encouraged the students to be active for their speaking skill improvement. It also assisted the students to enhance new vocabularies relating to the specific fields. Therefore, to achieve students’ comprehension in ESP, the teachers should develop ESP materials and method of teaching in order to deliver optimally the ESP contents.

This study was aimed to investigate the implementation of visual-based and verbal-based materials in teaching writing to students with different learning styles. This study employed a quasi-experimental design with a 2x2 factorial design conducted in the health analyst academy Indonesia. There were two experimental groups involved. Visual-based and verbal-based materials had been used as teaching media for collecting the data. The observation was also conducted to support the data findings. The research findings indicated that both visual-based and verbal-based materials were useful to be used in teaching writing to students with different learning styles. However, the findings indicated that visual-based material was more effective to be used in both spatial and linguistic learning styles students. The result of observation also showed that students considered visual-based material to be more interactive and exciting. Students' learning styles proved to have a significant influence on teaching materials, primarily when verbal-based material was implemented. The visual-based materials have a substantial impact on the students' writing ability. It could be concluded that visual-based material was adequate for the students with a spatial learning style, while verbal-based material was sufficient to the students with a linguistic learning style in teaching writing.