This multi-year study which took place in 2019-2021 aims to design a literacy e-coaching model for EFL Junior High School teachers in Indonesia in support of the government-initiated school-based literacy movement program. The study involved 150 English as a Foreign Language (EFL) teachers from 16 provinces in Indonesia in the need analysis part, 12 teachers in the module development part and 41 teachers in the implementation part. Two kinds of modules were developed during the study, namely: (1) a literacy enrichment module to reinforce the participants’ literacy content knowledge; and (2) a literacy learning module to enhance the participants’ competence in teaching literacy. Afterwards, two coaching cycles using the modules were implemented. The coaching cycles were designed by adapting the coaching models from Rogers and Rogers (2007) and Trinh et al. (2011), as well as adopting the Sheltered Instruction Observation Protocol (2017) model. Data was collected from questionnaires, tests, observations, videos, expert judgment, and discussion groups and analyzed using model validation, descriptive and inferential statistics. The study found that the literacy e-coaching model enhanced the participants’ competences in literacy teaching, as the results demonstrated the amalgamation of the models to be effective.

Abstrak: Literasi kritis siswa SMP di Indonesia berada pada level 1a, yaitu mereka hanya mampu memahami informasi eksplisit dalam mengidentifikasi ide pokok dan ide pendukung dari teks pendek dengan tema umum (PISA, 2018). Hal ini memerlukan penanganan lebih lanjut berupa pelatihan literasi kritis untuk teks yang lebih rumit. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk melatih kompetensi literasi kritis (khususnya dalam hal ini membaca) bagi guru bahasa Inggris tingkat SMP di wilayah terdepan, terluar dan tertinggal terkait dengan membaca teks deskriptif. Kegiatan ini dilakukan bersama 25 peserta guru bahasa Inggris di Kabupaten Mimika, Papua. Pretest diberikan kepada peserta sebelum workshop. Workshop ini dilakukan dalam waktu 3,5 jam melalui zoom meeting. Post-test diberikan setelah pelatihan selesai. Hasil penelitian menunjukkan bahwa pengalaman mengajar dan melatih guru di Kabupaten Mimika, Papua, tidak menunjukkan korelasi yang signifikan dengan kemampuan bahasa Inggris dasar mereka. Rata-rata hasil pre-test menunjukkan 25% yang dibandingkan dengan rata-rata hasil post-test 30% yang mana terdapat kenaikan sebesar 5%. Dengan demikian, ditemukan bahwa hasil didominasi oleh dimensi konseptual pengetahuan peserta guru bahasa Inggris. Dengan kata lain, peserta membutuhkan pelatihan literasi kritis lebih lanjut dalam membaca kritis teks deskriptif dengan menekankan pelatihan keterampilan dasar bahasa Inggris sebagai faktor yang perlu dikembangkan lebih lanjut sebelum literasi kritis.Abstract: The critical literacy of junior high school students in Indonesia is at level 1a, i.e. they are only able to understand explicit information in identifying main and supporting ideas of the short texts with general themes (PISA, 2018). This requires further handling in the form of training in critical literacy for more complicated texts. This community service activity was aimed at training critical literacy (especially in this case reading) competencies for English teachers at the junior high school level in the region of forefront, outermost and left behind especially related to reading descriptive texts, i.e. the fundamental texts that describe the action for categorization and classification. This activity was carried out with 25 participants of English teachers in Mimika District, Papua. Pre-test were given to participants prior to the workshop. This workshop was conducted in 3.5 hour-time via zoom meeting. The post-test was given after the training completed. The results showed that the experience of teaching and training teachers in Mimika District, Papua, did not show a significant correlation with their basic English skills. The average of pre-test results showed 25% compared to the average of post-test results showed 30% which was an increase of 5%. Thus, it was found that the results were dominated by the conceptual dimension of the participants’ knowledge of English teachers. By this, the participants need further critical literacy training in critically reading the descriptive texts by accentuating the basic English skills as the factor that needs to be further developed prior to critical literacy.

This research investigates the effect of explicit phonetic instruction on L2 pronunciation adopting two outcome measurements (i.e. rubric of intelligibility and accentedness). Ten nativeIndonesian students from English Phonology class participated in this study. They were randomly selected and divided into two groups; the experimental group and the control group and did pre-test as their entry points. After they received three hours of instruction in a classroom based setting with target pronunciation of English segmental diphthongs [aʊ], [aɪ], and [ɔɪ], and recorded their speech samples, three Native English listeners evaluated their speeches. The results suggest that explicit phonetic instruction had significant effect on the diphthongs production and intelligibility especially on the controlled level speech (sentence reading task) however, only slight reduction of foreign accent was found in this study. It is also found that most students mispronounced the diphthongs: a) [aɪ] [ɔɪ]. Moreover, the data shown that participants still have a segmental problem in the pronunciation of [aɪ] in the spontaneous speech level (picture description task). Additionally, it is evident from the analysis that that explicit instruction outperformed the participants' intelligibility in the experimental group specifically at the controlled speech level or on sentence-reading task. Furthermore, the present study illustrated that Native English (NE) listeners rated students' speeches more strictly in the domain of intelligibility than accentedness both in sentence-reading task and picture description task. The data from findings confirmed that even accented speech can be intelligible for NE listeners and proved that segmental aspect is the major source affecting pronunciation features for communication breakdown. as in night was pronounced [eɪ], b) [aɪ] in time was pronounced [e], c) [aʊ] in house, shout, brown, nded, was pronounced as [ɔ], d) [aʊ] in sounded was pronounced as [ɔʊ] and [ɔ] but no results were found when participants mispronouncing diphthong

This second-year study which took place in 2022 aims to investigate, determine and design a learning management system (LMS) design through Moodle and Content Management System (CMS) through Google Sites for Critical Literacy course in Prodi Pendidikan Bahasa Inggris UNJ. Critical Literacy course aims to prepare the students to have the ability to interpret text critically and communicate actively in the multimodal context in a hybrid learning process. The study was conducted with the qualitative approach with The Successive Approximation Model (SAM) iterative phase research design. Throughout the Savvy Start and Iterative Design Phase, the phase rotated through design, prototype, and review to make sure students and lecturers can contribute and support the design direction. Forty-four students and one lecturer generates as participants in this study. Two kinds of modules were developed during the study, namely: (1) LMS on www.onlinelearning.unj.ac.id and (2) CMS on Google Sites. LMS and CMS modules for the Critical Literacy course were: (1) Defining Critical Literacy, (2) Literacy, Critical Literacy, Multi-literacy, Multimodal, (3) Data Literacy, Fact, and Hoax (4) Analyzing Multimodal Text (5) Reflective Notes (6) Mid-term Test (7) Analyzing Various Texts (8) Wrap Up (9) Final Semester Individual Project. These nine headings were categorized into four topics namely: Theories, Tests, Reflection, and Projects. The theories can be used to deliver learning materials and examples in the form of text, video, slides, QR codes, and websites. Meanwhile, the test could be used to provide assignments, exercises, and learning evaluations. Reflection was used to provide the students with opportunities to do both self- and peer-reflection on the learning processes. Finally, the projects were used to involve the students with problem-solving skills and self-regulated learning. The study’s findings showed that LMS and CMS could handle the complexity of teaching Critical Literacy in the digital environment. The Critical Literacy course should have attracted interest or participation from the students to familiarize, encourage, fulfill, assess, and comprehend the various texts. This LMS and CMS also provided students with class discussion, credible references, project-based activities, and criticism on literacy topics.

Era digital dan pasca pandemi COVID-19 telah menggeser pertumbuhan ilmu pengetahuan, teknologi, dan ekonomi dunia yang cukup pesat, sehingga menyebabkan mobilisasi manusia semakin tinggi. Hal ini berdampak pada banyaknya tempat wisata baru yang mulai dibuka pasca longgarnya Pemberlakuan Pembatasan Kegiatan Masyarakat (PPKM) di wilayah Sumatera Barat. Pelaksanaan program Pengabdian Kepada Masyarakat Program Kemitraan Dunia Usaha, PEMDA dan Instansi Pendidikan antara Pemerintah Kabupaten Agam dan Universitas Negeri Jakarta diharapkan mampu memunculkan kesadaran para pelaku usaha untuk berdaya saing lebih kuat, dengan pengembangan program ‘KAMPUNG INGGRIS’ dalam upaya mendukung pariwisata di Kabupaten Agam. Tujuan pengabdian masyarakat ini adalah untuk mengembangkan program kegiatan komunitas berbasis Desa yaitu di Nagari Lawang, Biaro Gadang, Manggopoh, Batu Palano dan Gadut, Kabupaten Agam. Pendampingan ini dilaksanakan selama 3 hari penuh secara tatap muka, tanggal 26 – 28 Juni 2022 dengan menggunakan metode Participatory Action Research untuk mengetahui masalah yang dihadapi subyek penelitian dan menjadikanya target untuk dipecahkan sesuai kebutuhan subjek. Pengabdian ini dilakukan untuk membantu pengelola dalam melihat: a) kelemahan dan potensi program kerja Kampung Inggris b) menyusun strategi dan metode untuk memecahkan masalah dalam pengembangan program Kampung Inggris dan c) membantu pengelola dalam menyelenggarakan pembelajaran Bahasa Inggris yang berkualitas. Hasil angket dan refleksi akhir program menunjukkan bahwa kegiatan ini sangat bermanfaat dan sesuai dengan kebutuhan peserta dalam pengembangan program kampung Inggris di nagari masing-masing. Berdasarkan evaluasi dari Dinas Pendidikan dan Kebudayaan Kabupaten Agam, kegiatan ini dijadikan sebagai program unggulan untuk dua tahun ke depan dan melibatkan lebih banyak nagari yang akan membuka program kampung Inggris.