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All Journal English Community Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) English Language Teaching Prima Journal (ELT) English Teaching and Linguistics Journal (ETLiJ) Jurnal Ilmiah Wahana Pendidikan Jurnal Pustaka Mitra : Pusat Akses Kajian Mengabdi Terhadap Masyarakat Journal of Language and Literature Studies Journal of Social Science and Humanities Research TELL - US JOURNAL
Lubis, Bambang Nur Alamsyah
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Pelatihan Pembuatan Teks Autentik Bertema Lingkungan untuk Reading Comprehension di MTs. Al-Istiqlal Karawang Lubis, Bambang Nur Alamsyah; Mardiana, Rizdika; Sulistyaningrum, Siti Drivoka; Leiliyanti, Eva; Fatkhiyati, Nurrahma Restia; Ripki, Ahmad Jauhari Hamid; Dhea, Suci; Syafika, Nurul
Jurnal Pustaka Mitra (Pusat Akses Kajian Mengabdi Terhadap Masyarakat) Vol 5 No 6 (2025): Jurnal Pustaka Mitra (Pusat Akses Kajian Mengabdi Terhadap Masyarakat)
Publisher : Pustaka Galeri Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55382/jurnalpustakamitra.v5i6.1391

Abstract

Kemampuan memahami teks berbahasa Inggris (reading comprehension) merupakan salah satu keterampilan penting dalam pembelajaran bahasa di tingkat menengah pertama. Namun, keterbatasan bahan ajar yang relevan dan kontekstual sering menjadi kendala bagi guru dalam mengembangkan pembelajaran yang bermakna. Oleh karena itu, pelatihan pembuatan teks autentik bertema lingkungan dilaksanakan untuk meningkatkan kemampuan guru dalam menghasilkan bahan bacaan yang sesuai dengan konteks lokal dan mendukung pengembangan ekoliterasi siswa. Kegiatan ini menggunakan metode pelatihan berbasis workshop yang melibatkan guru-guru Bahasa Inggris di MTs. Al-Istiqlal Karawang sebanyak 10 orang. Tahapan kegiatan meliputi analisis kebutuhan, penyusunan materi, pendampingan pembuatan teks autentik, dan evaluasi hasil karya. Data dikumpulkan melalui observasi, wawancara, dan penilaian produk peserta. Hasil pelatihan menunjukkan peningkatan kemampuan guru dalam menyusun teks autentik yang sesuai dengan tema lingkungan. Sebagian besar peserta mampu menghasilkan teks yang komunikatif, kontekstual, dan mendukung keterampilan membaca pemahaman. Selain itu, peserta menunjukkan peningkatan pemahaman terhadap konsep ekoliterasi dalam pembelajaran bahasa Inggris. Pelatihan ini terbukti efektif dalam mengembangkan kompetensi guru dalam menciptakan bahan ajar berbasis teks autentik yang relevan dengan isu lingkungan. Implementasi hasil pelatihan diharapkan dapat meningkatkan minat dan kemampuan membaca siswa sekaligus menumbuhkan kesadaran ekologis melalui pembelajaran bahasa Inggris.
Exploring Active Learning in Papua: A Corpus and Conversation Analysis of EFL Classroom Discourse Mardiana, Rizdika; Fatkhiyati, Nurrahma Restia; Mukhamdanah, Mukhamdanah; Lubis, Bambang Nur Alamsyah; Permana, Sudarya
Journal of Language and Literature Studies Vol. 6 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i2.3460

Abstract

This study investigates how active learning is conducted in EFL classroom discourse in Papua by combining Corpus Linguistics and Conversation Analysis (CA) framework. It specifically examines how lexical patterns and interactional organization jointly shape students’ communicative development from five datasets. A mini spoken corpus was constructed from the video-recorded lessons and analyzed for lexical frequency, collocations, and formulaic language. In terms of CA, turn-taking, repair practices, and teacher scaffolding of the classroom conversations were identified. The findings reveal systematic variation across task types. Genre-focused lessons are dominated by metalanguage and definitional bundles, reinforcing classification routines within teacher-controlled IRF sequences. While performance-based and narrative tasks generate longer student turns supported by formulaic expressions and temporal markers. This facilitates discourse expansion and storytelling competence. Grammar-driven descriptive tasks prioritize structural templates, promoting accuracy but limiting lexical diversity. Across datasets, formulaic language functions as an interactional scaffold that enables participation despite limited grammatical complexity. However, repair practices operate as learning opportunities. The study demonstrates that communicative growth in active EFL classrooms is strongly shaped by task design and pedagogical orientation. Narrative and pragmatic performance tasks foster greater interactional competence than taxonomy-driven instruction. As for the methodology, the combination of corpus linguistics and CA framework provides a comprehensive account of how lexical recycling, scaffolding, and sequential organization provide learning opportunities in real-time classroom interaction. The findings offer pedagogical implications for designing tasks that expand learner autonomy and promote sustained student talk in multilingual and under-researched contexts such as Papua.
Co-Authors Asnawi Asnawi Asoka, Niken Puspa asrul, nurmahyuni Azzahra, Meutia Dhea, Suci Eva Leiliyanti, Eva Husda, Azizah Indiani, Evi Kembaren, Suci Lestari Lestari Simanjuntak Liandri, Vanessa Marpaung, Lestin Mukhamdanah, Mukhamdanah Naiborhu, Eben Gunawan Nanda Dwi Astri Nasution, Fitra Maidina Nasution, Nurpadillah Nataline, Santa Putri Nurrahma Restia Fatkhiyati Pasaribu, Haldaria Permana, Sudarya Pirman Ginting purba, resperdiana ramadani, Novita Ripki, Ahmad Jauhari Hamid Rizdika Mardiana Saruksuk, Devi Sulastri Silitonga, Debora Natio SITI DRIVOKA SULISTYANINGRUM Syafika, Nurul Tarigan Tua, Litnawati Br Yunanda, Fachri