Tujuan dari pengabdian kepada masyarakat tahun berkelanjutan ini adalah untuk memberikan dan menerapkan pengetahuan terkait teknik, metode, dan media yang tepat untuk mendukung pembiasaan penulisan artikel ilmiah. Metode yang digunakan untuk mencapai tujuan ini adalah dengan menyelenggarakan pelatihan penelitian dan penulisan karya ilmiah yang memperkenalkan pada contoh-contoh karya ilmiah berupa artikel jurnal, mendampingi kegiatan perencanaan penelitian sederhana, melakukan progress report, dan menulis laporan penelitian dalam bentuk artikel, serta melakukan submit jurnal. Hasil dari pengabdian ini adalah peserta memahami konsep pengembangan karya profesi dan pentingnya peningkatan kualitas maupun kuantitas karya pengembangan karya profesi berbentuk pelaporan hasil penelitian tindakan kelas dan pengajaran serta artikel ilmiah dari penelitian atau pengajaran bahasa Inggris. Dari lima pertemuan yang telah diselenggarakan, pelatihan penulisan karya ilmiah ini hanya berhenti hingga proses pembuatan abstrak dikarenakan kami harus mendampingi para guru untuk melakukan penelitian sederhana sebelum mendampingi dalam menulis karya ilmiah

Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.

This paper elucidates the relationship among pre-service teachers' beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing structural equation modeling (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.

The use of strategies in learning is believed to lead the way for success among students. Thus, there have been various learning strategies that surface from several causes such as the ones triggered by the teachers through the teaching techniques employed in the classroom and/or the ones owned by the students themselves. In the context of EFL in Indonesia, learning strategy is an interesting issue to discuss especially the ones dealing with the language skills with the notion that good language skills mastery might affect students' success in other areas as well. Albeit, the strategy of learning can be triggered by their beliefs in learning which is under the theory of epistemic beliefs. It is the belief that the students hold concerning their understanding in defining learning English and ways to learn English. In a bid to expand the body of research on learning strategies for English achievement, this study investigated speaking, reading, and writing strategies and their relationship with EFL epistemic beliefs, for little research has specifically explored the dynamic nature of learning beliefs. To address this gap, robust theoretical framework to develop a causal model hypothesis needs to reveal. Through library research causal relationships among speaking, reading, writing, epistemic beliefs and achievement are formulated. In the light of these findings, the researchers propose pedagogical implications for EFL teaching and learning theory, method, and practice.

Inclusive education is seen as promising way to accommodate students with disabilities in accessing higher education; yet, the implementation leaves challenges for the students with disabilities and also the faculties. Regarding the secondary education curriculum that is not preparing students with disabilities to attend higher education, students with disabilities are struggling in adjusting college life. This research aimed at confirming the influence of college readiness to college engagement of students with disabilities. There were 61 college students with disabilities participated in the survey on college readiness and college engagement. Independent T-Test and simple regression analysis was applied to test the hypothesis. The result showed that the college readiness influence college engagement with large effect size (r=.769>0.50, F=85.494, p (.000) <0.01) which indicates that the more students are college-ready, the more they are engaged. Subsection’s variables of gender and education background do not statistically significant affect the college readiness and engagement of students with disabilities. As the opportunity for students with disabilities attending college is uprising, college transition program is highly suggested to prepare students with disability for college life.