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All Journal DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) ETERNAL: English Teaching Journal
Testiana Wijayatiningsih
Universitas Muhammadiyah Semarang
Education Languange, Linguistic, Communication & Media Social Sciences

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Implementasi Pembelajaran Literasi Melalui Guru Pintar Online pada Guru TK Manyaran Semarang Enny Lestariningsih; Testiana Wijayatiningsih; Eko Purnomo; Bambang Dalyono; Eny Winaryati; Priatin
DIKEMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 5 No 2 (2021)
Publisher : Politeknik Negeri Madiun

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Abstract

Implementasi literasi telah banyak digaungkan di dunia pendidikan bahkan akhir-akhir ini dengan tema Gerakan Literasi Sekolah (GLS) dimana bertujuan untuk mencetak insan-insan yang memiliki pola berpikir kritis, logis, terampil, dan cerdas baik di bidang akademik maupun non akademik. Adapun permasalahan mitra adalah pembelajaran literasi yang selama ini hanya dilakukan dengan membacakan buku saja tanpa ada media stimulus lainnya Terbatasnya pengetahuan guru tentang penerapan dan kegunaan Guru Pintar Online (GPO)Universitas Terbuka guna menunjang literasi di dalam kehidupan sehari-hari dan belum adanya praktek literasi dengan menggunakan GPO. Terakhir, terbatasnya pengetahuan guru tentang penerapan dan kegunaan GPO guna menunjang literasi di dalam implementasi pembelajaran sehari-hari baik dimasa pandemi maupun sebelum masa pandemi terjadi. Selain itu, media literasi di era gawai ini bermacam-macam tetapi orang tua masih belum mengetahui dan mengenal dengan jelas apa itu jenis-jenisnya. Sedangkan metode pengabdian menggunakan metode ceramah, diskusi, webinar online, dan deskriptif kuantitatif melalui angket yang disebar kepada guru-guru TK/AUD. Adapun hasil kegiatan pengabdian masyarakat ini adalah literasi dapat terstimulasi sejak dini melalui video yang didownload dari platform Guru Pintar Online (GPO). Kegiatan ini sangat menarik dan merangsang Anak Usia Dini lebih aktif belajar di setiap proses pembelajaran.
Enhancing Young Learners’ English-Speaking Skills through Suggestopedia Integrated with Plotagon Animation Gina Afkara Nabila; Dodi Mulyadi; Testiana Wijayatiningsih
ETERNAL (English Teaching Journal) Vol. 17 No. 2 (2026): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v17i2.3493

Abstract

This classroom action research had two objectives: (1) to describe the implementation of Suggestopedia integrated with Plotagon, and (2) to explore students' perspectives on the integrated instruction. The population comprised all 20 male students enrolled in the selected fifth-grade class at a private elementary school in Central Java during the 2024-2025 academic year; all students were included through total sampling. Following Kemmis and McTaggart's cycle of planning, action, observation, and reflection, the intervention comprised four 45-minute meetings: two meetings in Cycle 1 and two in Cycle 2. Quantitative data were obtained from pre-test, cycle-level formative assessment, and final post-test scores; while qualitative data from structured classroom observations, questionnaires, and semi-structured interviews were used to explain the implementation process and students' responses. Success was defined as at least 75% of students scoring 70 or above, accompanied by observable improvement in fluency and participation. Cycle 1 implemented vocabulary preparation, repeated animated-dialogue viewing, shadow reading, and scripted role-play; Cycle 2 added simple-past scaffolding, dialogue adaptation, and improvisational performance. The mean score increased from 60.75 on the pre-test to 73 after Cycle 1 (11/20 students, 55%, met the criterion), 80.75 on the Cycle 2 formative assessment (14/20, 70%), and 86 on the final post-test (16/20, 80%). Thus, the mastery criterion was reached at the final post-test. Qualitative evidence indicated greater confidence, participation, vocabulary recall, and fluency, although explicit grammar instruction temporarily reduced enthusiasm for some students. Because only aggregate scores were available, no inferential statistical test was reported.
Co-Authors Bambang Dalyono Dodi Mulyadi Eko Purnomo Enny Lestariningsih Eny Winaryati Gina Afkara Nabila Priatin