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All Journal FONDATIA Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat UJET: Unila Journal of English Teaching
Nabila Hasri Ainun
Universitas Lampung
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPLEMENTASI PERFORMANCE PEDAGOGY DALAM PEMBELAJARAN MUSIK INFORMAL PADA KOMUNITAS BELAJAR MAHASISWA Riyan Hidayatullah; Sumarti; Prisma Tejapermana; Muharsyam Dwi Anantama; Nabila Hasri Ainun
Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2026): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ela.v5i1.2106

Abstract

This community service activity aims to implement the Performance pedagogy approach to improve the quality of informal music learning in a student learning community at the Department of Language and Arts Education (JPBS), Faculty of Teacher Training and Education (FKIP), Universitas Lampung. The program was carried out through a workshop attended by 20 students from the Music Education, Indonesian Language and Literature Education, and English Education study programs. Activities included conceptual presentations, demonstrations, ensemble practice, and musical performance. Evaluation was conducted using pre-test and post-test via the Kahoot application. Results showed a significant increase in participant understanding, from 36% correct answers in the pre-test to 84% in the post-test. The result shows an improvement of 48%. Qualitative reflections indicated a shift in participants' orientation toward viewing performance not as an end product of learning, but as an integral and meaningful part of the learning process itself. This program demonstrates that the Performance pedagogy approach is effective and relevant as a model for strengthening student learning communities through informal music learning.   Kegiatan pengabdian kepada masyarakat ini bertujuan mengimplementasikan pendekatan Performance pedagogy untuk meningkatkan kualitas pembelajaran musik informal dalam komunitas belajar mahasiswa di Jurusan Pendidikan Bahasa dan Seni (JPBS), Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lampung. Program ini dilaksanakan melalui kegiatan lokakarya yang diikuti oleh 20 mahasiswa dari Program Studi Pendidikan Musik, Pendidikan Bahasa dan Sastra Indonesia, dan Pendidikan Bahasa Inggris. Kegiatan meliputi pemaparan konsep, demonstrasi, praktik ansambel, dan pertunjukan musik. Evaluasi dilakukan melalui pretest dan posttest menggunakan aplikasi Kahoot. Hasil evaluasi menunjukkan adanya peningkatan pemahaman peserta yang signifikan, dari 36% jawaban benar pada pretest menjadi 84% pada posttest, atau mengalami peningkatan sebesar 48%. Refleksi kualitatif juga menunjukkan adanya pergeseran orientasi peserta dalam memandang pertunjukan, dari sekadar hasil akhir pembelajaran menjadi bagian yang integral dan bermakna dari proses pembelajaran itu sendiri. Program ini menunjukkan bahwa pendekatan Performance pedagogy efektif dan relevan sebagai model untuk memperkuat komunitas belajar mahasiswa melalui pembelajaran musik informal.
Penerapan Media Tanggaris (Ular Tangga Hubungan antar Garis) dengan TaRL untuk Meningkatkan Hasil Belajar Siswa SD Rani Aryanti Rukmana; Fatimah Azzahroh; Nabila Hasri Ainun
FONDATIA Vol 10 No 1 (2026): MARET
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i1.6053

Abstract

Teacher-centered learning is often less optimal because it does not sufficiently account for differences in students’ developmental stages and levels of understanding and tends to maintain theoretical, traditional methods. This study aimed to assess the effectiveness of the Tanggaris media (Ular Tangga Hubungan Antar Garis) combined with the Teaching at the Right Level (TaRL) approach in improving students’ understanding of the concept of relationships among lines in Mathematics. The study employed a quantitative pre-experimental one-group pretest–posttest design involving 23 third-grade students at a public school in Bogor City. The research instrument was a 10-item multiple-choice test administered before and after the intervention, while data analysis was conducted using the Shapiro–Wilk normality test, N-Gain calculation, and a paired-samples t-test. The normality test results indicated that the data were normally distributed, with pretest significance of 0.321 > 0.05 and posttest significance of 0.069 > 0.05. The mean student score increased from 57.8 on the pretest to 81.7 on the posttest, with an N-Gain value of 0.5330, indicating moderate effectiveness. The paired-samples t-test showed a significance value (2-tailed) of 0.000 < 0.05; thus, the alternative hypothesis was accepted, indicating that the use of Tanggaris media with the TaRL approach had a significant effect on students’ learning outcomes. Accordingly, the implementation of TaRL-based Tanggaris media was effective in improving students’ understanding of relationships among lines and making the learning process more adaptive and meaningful.
Navigating the Spoken–Written Divide: Senior High School Teachers’ Perceptions of Teaching Speaking through the Genre-Based Approach Nabila Hasri Ainun; Aksendro Maximilian
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.318

Abstract

The Genre-Based Approach (GBA), long embedded in Indonesia’s English curriculum and still conceptually retained under the Merdeka Curriculum’s text-type competencies, is widely associated with the teaching of writing, leaving its application to speaking comparatively under-examined. This qualitative case study investigates how two experienced English teachers in a state senior high school in Bandar Lampung perceive and enact GBA in teaching speaking, with particular attention to an issue rarely addressed in prior GBA research: teachers’ awareness of the distinction between spoken and written text. Data were collected through semi-structured interviews, transcribed, and analyzed thematically following an inductive-deductive coding process. Five themes emerged: teachers’ conceptual understanding of GBA, their enactment of the four-stage teaching–learning cycle in speaking lessons, their awareness of the spoken–written text distinction, their perceived effectiveness of GBA for developing speaking, and the contextual challenges they faced. Findings reveal that although both teachers grasped the basic principles of GBA and implemented its four stages, they diverged markedly in their sensitivity to spoken-mode features: one teacher defaulted to written-text-like, rehearsed speech due to perceived student limitations, while the other deliberately cultivated spontaneous, interactive talk. This asymmetry suggests that procedural familiarity with GBA does not guarantee a genre-appropriate treatment of spoken discourse. The study contributes a mode-awareness lens to GBA teacher-cognition research and offers implications for teacher professional development under the Merdeka Curriculum.
Co-Authors Aksendro Maximilian Fatimah Azzahroh Muharsyam Dwi Anantama Rani Aryanti Rukmana Riyan Hidayatullah Sumarti Sumarti Tejapermana, Prisma Tejapermana