Inclusive Education Training For Teachers To Improve Literacy And Student Character In Juniorhigh School
DOI:
https://doi.org/10.58266/jpmb.v4i4.1314Keywords:
inclusive education, digital learning, pronunciation training, elsa speak, google siteAbstract
The integration of digital technology in education has become an essential strategy for improving teaching quality and learning outcomes. However, many schools still experience challenges in utilizing digital learning tools effectively. This community service program aimed to improve students’ English pronunciation skills and enhance teachers’ competence in managing digital learning materials through technology. The program was conducted at UPTD SMP Negeri 4 Gunungsitoli Selatan and involved students and teachers as participants. The implementation consisted of observation, coordination, training activities, evaluation, and mentoring. Students received training on the use of the Elsa Speak application to improve pronunciation, while teachers were trained to use Google Site as a digital learning platform. The results showed that students demonstrated high enthusiasm and increased confidence in practicing English pronunciation. Teachers also showed positive responses to the use of Google Site for organizing and distributing learning materials. These findings indicate that digital-based training can support inclusive learning environments and improve both student engagement and teacher digital competence. Continuous digital training is recommended to strengthen technology integration in schools.
References
Ainscow, M., Slee, R., & Best, M. (2019). Editorial: The Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7–8), 671–676. https://doi.org/10.1080/13603116.2019.1622800
Chong, S. W., & Reinders, H. (2020). Technology-mediated task-based language teaching : A qualitative research synthesis. 24(3), 70–86.
Florian, L., & Black-Hawkins, K. (2018). Exploring inclusive pedagogy. Cambridge Journal of Education.
Gartika, P. B., & Lilis, K. (2020). Teachers’ Encounter of Online Learning: Challenges and Support System. Jurnal Edukasi Nonformal, 4(52), 147–158. https://ummaspul.e-journal.id/JENFOL/article/view/434/252
Godwin-Jones, R. (2020). Emerging technologies: AI and language learning. Language Learning & Technology, 24(3), 1–15.
Li, Y., & Hafner, C. A. (2022). Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners. ReCALL, 34(1), 66-80. OECD. (2019). Future of Education and Skills 2030. OECD Publishing.
Nasution, F., Nasution, L. E., & Rangkuty, A. R. (2025). Using Technology in Teaching English Language : Perceptions of Teachers and Students. 3(2), 1–4.
Nety, N., Wahyuni B, A., & Nurhaeni, N. (2020). Students’ Self Confidence in Speaking English. English Education Journal, 8–16. https://doi.org/10.55340/e2j.v6i1.284
Redecker, C. (2017). European framework for the digital competence of educators. European Commission.
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu, EUR 28775 EN, Oficina de Publicaciones de la Unión Europea.
Riwanto, M. A., Budiarti, W. N., Dwiyanti, A. N., Wulandari, M. P., Romadhon, I. M. U. W., & Francisco, E. (2024). Analysis of Prospective Teacher Ability in Developing Educational Websites using Google Sites. Tamansiswa International Journal In Education And Science, 6(1), 1-10.
Salihoglu. (2024). The Relationship between Fear of Making Mistakes and Self-Confidence Level in Language Learning : A Review Article LinFo. 6(1), 88–101.
Srivastava, S. (2025). Collaborative Learning in Digital Environment. 12(1), 392–404.
Trust, T. (2020). Professional learning networks and digital tools for teachers. Teaching and Teacher Education.
Dai, Y., & Wu, Z. (2021). This is the Pre-Published Version . Mobile-assisted pronunciation learning with feedback from peers and / or automatic speech recognition : A mixed-methods study. Computer Assisted Language Learning, 36(5–6), 861–884.
Gartika, P. B., & Lilis, K. (2020). Teachers’ Encounter of Online Learning: Challenges and Support System. Jurnal Edukasi Nonformal, 4(52), 147–158. https://ummaspul.e-journal.id/JENFOL/article/view/434/252
Nasution, F., Nasution, L. E., & Rangkuty, A. R. (2025). Using Technology in Teaching English Language : Perceptions of Teachers and Students. 3(2), 1–4.
Nety, N., Wahyuni B, A., & Nurhaeni, N. (2020). Students’ Self Confidence in Speaking English. English Education Journal, 8–16. https://doi.org/10.55340/e2j.v6i1.284
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu, EUR 28775 EN, Oficina de Publicaciones de la Unión Europea.
Salihoglu. (2024). The Relationship between Fear of Making Mistakes and Self-Confidence Level in Language Learning : A Review Article LinFo. 6(1), 88–101.
Srivastava, S. (2025). Collaborative Learning in Digital Environment. 12(1), 392–404.
Wahyuningsih, D., Wahyono, S. B., & Nugroho, A. A. (2021). Teachers’ Difficulties in Developing Learning Resources. KnE Social Sciences, 2021, 665–679. https://doi.org/10.18502/kss.v6i2.10024
Yang, L. (2022). Student Engagement With Teacher Feedback in Pronunciation Training Supported by a Mobile Multimedia Application. SAGE Open, 12(2). https://doi.org/10.1177/21582440221094604
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Trisman Harefa, Riswan Zega, Silvan Herniyanti Telaumbanua
This work is licensed under a Creative Commons Attribution 4.0 International License.
