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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pengabdian Masyarakat Bumi Raflesia Teaching English and Language Learning English Journal
Desva Andusti
Universitas Muhammadiyah Bengkulu
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Meningkatkan Keterampilan Bahasa Inggris Pelajar Muda melalui Pembelajaran Berbasis Permainan Interaktif dalam Program SUN.Y E Course Desva Andusti; Ikliana Nur Aziza; Ria Angraini
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 8, No 1 (2026): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v8i1.8738

Abstract

Pembelajaran bahasa Inggris di sekolah dasar memiliki peran penting dalam membangun kemampuan komunikasi dan literasi abad ke-21 sejak dini. Kegiatan ini bertujuan meningkatkan penguasaan empat keterampilan berbahasa Inggris menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing), serta motivasi dan partisipasi siswa melalui pembelajaran interaktif berbasis permainan dengan media flashcard. Kesenjangan penelitian terletak pada minimnya penerapan game-based learning low-tech yang kontekstual, sementara studi sebelumnya lebih banyak mengandalkan teknologi tinggi. Metode yang digunakan adalah pendekatan partisipatif dalam kegiatan pengabdian masyarakat selama dua bulan di SD Negeri 22 Kota Bengkulu, dengan observasi kelas, catatan lapangan, dan refleksi guru sebagai teknik pengumpulan data. Hasil menunjukkan peningkatan signifikan pada keempat keterampilan berbahasa, terutama kemampuan menyimak instruksi, keberanian berbicara, pemahaman membaca, dan menulis kalimat sederhana secara kontekstual. Siswa menjadi lebih aktif, percaya diri, dan mampu menggunakan kosakata baru dalam interaksi nyata, sementara guru menguatkan peran sebagai fasilitator pembelajaran. Temuan ini menegaskan efektivitas model low-tech game-based learning berbasis flashcard yang kolaboratif dan inovatif, memberikan alternatif pembelajaran menyenangkan dan bermakna yang dapat direplikasi di sekolah dasar dengan keterbatasan sarana digital, sekaligus memperkuat pengembangan keterampilan bahasa secara terpadu.
Analysis of Factors Influencing the Lack of Motivation of Stigmatized Students in Learning English with a Psychological Approach at MA Muhammadiyah Suprapto in Bengkulu City Desva Andusti; Washlurachim Safitri; Dian Susyla
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.9978

Abstract

Learning motivation is a critical internal drive determining academic success, yet it remains a significant challenge for stigmatized learners. This study aims to identify the psychological factors contributing to low learning motivation among stigmatized students and examine the effectiveness of a psychological-empathic approach in enhancing their motivation in English language learning. Conducted at MA Muhammadiyah Suprapto Bengkulu City, this descriptive qualitative research involved eight students as research subjects. Data were collected through classroom observations, semi-structured interviews, and documentation during the School Field Experience Program (PLP II). The findings reveal that low motivation is driven by internal factors such as emotional pressure from unstable family backgrounds and low self-esteem and external factors, specifically negative social labeling and a lack of emotional support. However, the implementation of a psychological approach, characterized by active listening, emotional validation, and empathetic interpersonal interactions, significantly reduced academic anxiety and fostered students' self-confidence. The results showed a notable shift in student behavior from passivity to active engagement and increased participation in communication-based tasks. This study concludes that a psychological-empathic approach is a central factor in restoring the learning enthusiasm of stigmatized students by creating a safe and inclusive emotional climate. These findings suggest that emotional recovery through humanistic teacher-student relationships is a fundamental prerequisite for academic engagement in foreign language learning.
Teachers’ Roles in Overcoming Difficulties in Learning English of Junior High Students in Special Needs Schools (SLB) at Bengkulu City Desva Andusti; Kiagus Baluqiah; Washlurachim Safitri; Agung Suhadi
Teaching English and Language Learning English Journal Vol. 6 No. 2 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i2.10912

Abstract

This study aims to find out teachers roles in overcoming difficulties in learning English of junior high students special needs schools (SLB) at Bengkulu city. The background of this problem arises because SLB students still face difficulties in learning English, while the role of teachers in overcoming these difficulties has not been clearly described. The research method used is descriptive qualitative with Observation Sheet and Question Lists instruments. The results of the study show that 10 teacher roles according to Harmer in (Naibaho, 2019) are applied in teaching English to overcome the difficulties of learning English for junior high students in Special Needs Schools (SLB) in Bengkulu City. However, the level of implementation varies depending on the classroom context and student needs. There are 10 teacher roles in teaching children with special needs, namely (1) controller (2) organizer (3) assessor (4) prompter (5) participant (6) resource (7) tutor (8) observer (9) performer and (10) teaching aids. Teachers carry out these roles in overcoming students' learning difficulties by guiding each student with special needs individually, repeating instructions and materials gradually, managing the class in a structured manner, providing direct examples through gestures and facial expressions, and using learning media that are appropriate to the conditions and needs of students. Researchers suggest that English teachers in special needs schools continue to optimize their roles in learning, because teaching students with special needs requires appropriate and consistent strategies. For future researchers who are interested in conducting similar research, it is recommended to conduct a more in depth analysis of the implementation of each teacher's role and also at other levels of education.
UPAYA PENINGKATAN MOTIVASI BELAJAR BAHASA INGGRIS MELALUI PEMBELAJARAN INTERAKTIF PADA SISWA DI SD NEGERI 09 KOTA BENGKULU Desva Andusti; Dela vanesa; Meiffa Herfianti; Ria Angraini
Jurnal Pengabdian Masyarakat Bumi Rafflesia Vol. 8 No. 3 (2025): DESEMBER: Jurnal Pengabdian Kepada Masyarakat Bumi Raflesia
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/bumir.v8i3.9492

Abstract

Kegiatan pengabdian masyarakat melalui program Kuliah Kerja Nyata (KKN) ini bertujuan untuk meningkatkan motivasi belajar bahasa Inggris siswa kelas 3 dan 4 di SD Negeri 09 Kota Bengkulu pada materi self-introduction. Permasalahan yang melatarbelakangi kegiatan ini adalah adanya perbedaan motivasi belajar antarjenjang, di mana siswa kelas 3 menunjukkan antusiasme tinggi meskipun masih terbatas dalam kosakata dan pelafalan, sedangkan siswa kelas 4 yang lebih matang secara kognitif justru cenderung pasif. Untuk mengatasi permasalahan tersebut, kegiatan dilaksanakan selama dua minggu menggunakan metode pembelajaran interaktif berbasis partisipasi aktif siswa, meliputi pengenalan kosakata dasar, latihan perkenalan diri individu dan berpasangan, permainan edukatif, serta pemanfaatan media audiovisual. Hasil kegiatan menunjukkan adanya peningkatan signifikan dalam keterlibatan dan motivasi belajar siswa kelas 4 serta terjaganya antusiasme siswa kelas 3. Guru dan sekolah juga memperoleh alternatif strategi pembelajaran yang lebih efektif dan menyenangkan. Dengan demikian, kegiatan ini berkontribusi nyata terhadap peningkatan kualitas pembelajaran bahasa Inggris di sekolah dasar serta memperkuat peran KKN dalam mendukung inovasi pendidikan di tingkat dasar.
Co-Authors Agung Suhadi Baluqiah, Kiagus Dela Vanesa Dian Susyla Herfianti, Meiffa Ikliana Nur Aziza Ria Angraini Washlurachim Safitri