<![CDATA[ABSTRAKGuru bahasa Inggris di Kabupaten Lebak, Banten, masih menghadapi keterbatasan sarana laboratorium bahasa untuk melatih keterampilan menyimak dan berbicara peserta didik, sementara pengetahuan guru mengenai program laboratorium bahasa berbasis teknologi relatif rendah. Kegiatan ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru bahasa Inggris merancang program laboratorium bahasa menggunakan low-tech applications, CALL software, sumber listening daring, dan Learning Management System (LMS). Kegiatan dilaksanakan melalui workshop dengan metode ceramah, demonstrasi, dan praktik berupa tugas konstruktif perancangan laboratorium bahasa, bermitra dengan MGMP Bahasa Inggris Kabupaten Lebak dan diikuti oleh 34 guru jenjang SMA. Evaluasi kegiatan dilakukan melalui lembar observasi pelaksanaan, kuesioner umpan balik peserta, dan rubrik penilaian tugas konstruktif, tanpa desain pretest-posttest karena kegiatan lebih diarahkan pada pengembangan pengalaman praktis dan produk pembelajaran. Hasil observasi menunjukkan keterlibatan peserta berada pada kategori baik hingga sangat baik (rata-rata 3,28 dari skala 1–4), sementara kuesioner umpan balik menunjukkan persepsi positif peserta terhadap relevansi dan kebermanfaatan materi (rerata 3,37). Penilaian rubrik tugas konstruktif menunjukkan rancangan laboratorium bahasa peserta berada pada kategori baik (skor tertimbang 82,01 dari 100), dan sebagian besar peserta menyatakan berencana menerapkan salah satu alternatif laboratorium bahasa berbasis teknologi di sekolah. Kegiatan ini berkontribusi nyata dalam meningkatkan kompetensi teknologi pembelajaran guru bahasa Inggris di wilayah dengan keterbatasan fasilitas laboratorium bahasa konvensional.Kata Kunci: Laboratorium bahasa; CALL; Teknologi pembelajaran; Pengembangan profesi guru. ABSTRACTEnglish teachers in Lebak Regency, Banten, continue to face limited language laboratory facilities for training students' listening and speaking skills, while teachers' knowledge of technology-based language laboratory programs remains low. This community service is aimed to improve English teachers' knowledge and skills in designing language laboratory programs using low-tech applications, CALL software, online listening resources, and Learning Management Systems (LMS). The activity was carried out as a workshop using lecture, demonstration, and hands-on practice methods, including a constructive task in which participants designed their own language laboratory program, in partnership with the Lebak Regency English Teachers' Working Group (MGMP) and attended by 34 senior high school teachers. The activity was evaluated using an implementation observation sheet, a participant feedback questionnaire, and a constructive-task assessment rubric, without a pretest-posttest design, as the activity was oriented more toward developing practical experience and usable instructional products. Observation results showed that participant engagement fell within the good to very good category (mean 3.28 on a 1–4 scale), while the feedback questionnaire indicated a positive participant perception of the material's relevance and usefulness (mean 3.37). The constructive-task rubric assessment showed that participants' language laboratory designs fell within the good category (weighted score 82.01 out of 100), and most participants reported plans to implement one of the technology-based language laboratory alternatives at their respective schools as a follow-up. This activity made a tangible contribution to strengthening English teachers' instructional technology competence in an area with limited conventional language laboratory facilities. Keywords: Language laboratory; CALL; Instructional technology; Teacher professional development.]]>
