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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Flora
Universitas Lampung
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pelatihan Merancang Indikator Pencapaian Kompetensi (IPK) dan Tujuan Pembelajaran Berdasarkan Kurikulum 2013 bagi Guru-Guru Pemula Bahasa Inggris di SMP dan SMA. Flora; Ujang Suparman; Tuntun Sinaga; Khairun Nisa
Education Language and Arts (ELA) Vol. 2 No. 1 April (2023): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Sastra Indonesia, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pada kurikulum 2013 terdapat Kompetensi Dasar (KD). KD ini berfungsi sebagai acuan atau rujukan guru dalam menyusun indikator kompetensi pada pembelajaran di kelas. Indikator merupakan tanda yang menunjukkan bahwa tingkat capaian kompetensi dasar bisa mengubah perilaku peserta didik yang dinilai dari sikap, pengetahuan, dan keterampilannya. Indikator inilah sebagai rujukan dalam merumuskan tujuan pembelajaran. Selanjutnya tujuan pembelajaran adalah sebagai rujukan untuk mennentukan langkah-langkah pembelajaran. Sasaran pelatihan ini adalah guru-guru SMP dan SMA yang memiliki pengalaman kerja minimal maksimum 5 tahun dan belum mengikuti PPG sebanyak 20 orang. Students’ worksheet is nedeed since it can help the students to achieve the optimal learning objectives. However, based on the information gathered from the teachers’ association, most of the teachers never provide students’ worksheet. Therefore, this public service gave chance for SMA English teachers in Bandarlampung to create good students’ worksheet. This activity was lasted for 3 days, and the steps are ; 1) explaining the concept of students’ worksheet by giving the example of students’ workshet, 2) learning community, where the participants work in a small group to produce students’ worksheet based on provided learning objectives, 3) presenting the result by the representative of each group, and 4) individual task. This program showed that 6 participants (14%) were able to create students’ worksheet with very good catagory, 30 participants (72%) with good catagory, and 6 participants (14%) with good enough catagory. The participants were able to create students’ worksheet because they were directly given the example, and were discussed together with the tutor. By involving all students in learning community, they can share their ideas. In addition, presentation of each representative of each group made the participants have deeper understanding because they got input from peers and tutor.
PELATIHAN PENGEMBANGAN ASESMEN AUTENTIK UNTUK MENGUATKAN LITERASI ASESMEN GURU BAHASA INGGRIS DALAM PENERAPAN KURIKULUM MERDEKA Endang Komariah; Patuan Raja; Flora; Mahful; Rafista Deviyanti
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.v5i1.2005

Abstract

Pelatihan ini bertujuan menguatkan literasi asesmen guru dan calon guru Bahasa Inggris dalam merancang asesmen autentik yang selaras dengan Kurikulum Merdeka. Kegiatan berlangsung di FKIP Universitas Lampung melalui satu hari pelatihan intensif luring dan dua sesi pendampingan daring pada Juli 2025, diikuti 25 guru dan calon guru jenjang SD hingga SMK serta dua mahasiswa pendamping. Tim menerapkan ceramah interaktif, diskusi, lokakarya, demonstrasi pemanfaatan AI secara etis, dan penugasan penyusunan perangkat asesmen, dengan evaluasi melalui pretest–posttest dan rubrik produk. Skor rata-rata pengetahuan peserta naik dari 62,6 menjadi 81,3 atau bertambah 18,7 poin, dan 74% peserta naik minimal 20 poin. Sebanyak 83% paket perangkat mencapai kategori baik hingga sangat baik, dengan total 25 paket tersusun, sedangkan skor kepuasan peserta mencapai 4,4 dari 5. Pelatihan berhasil menguatkan kemampuan guru merancang tugas autentik dan memberi umpan balik formatif yang lebih spesifik.   This training aims to strengthen the assessment literacy of in-service and pre-service English teachers in designing authentic assessments aligned with the Merdeka Curriculum. The activity took place at the Faculty of Teacher Training and Education (FKIP), Universitas Lampung, involving one day of intensive in-person training and two online mentoring sessions in July 2025, with 25 in-service and pre-service teachers from primary to vocational secondary levels, along with two student assistants. The team used interactive lectures, discussion, workshops, a demonstration of ethical AI use, and an assignment to develop assessment instruments, with evaluation based on a pretest–posttest and a product rubric. Participants' average knowledge score rose from 62.6 to 81.3, a gain of 18.7 points, and 74% of participants improved by at least 20 points. Of the instrument packages produced, 83% reached the good to very good category, for a total of 25 completed packages, while participant satisfaction reached 4.4 out of 5. The training succeeded in strengthening teachers' ability to design authentic tasks and to provide more specific formative feedback.
Using Exposure-Generalization-Reinforcement-Application (EGRA) Process Approach to Improve Students’ Writing Achievement Ranti Pratiwi; Patuan Raja,; Flora
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 1 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/agh9ep54

Abstract

This study primarily examines students’ descriptive writing achievement using the combination of the Process Approach with the EGRA technique, as well as its impact on their writing improvement. Considering the limitations highlighted in earlier Process Approach studies, this research examines the extent to which integrating EGRA into the planning stage can offer a more effective solution to these limitations. A pretest-posttest experimental and control group design was used to collect quantitative data from senior high school students. A comparison was made between students instructed using the Process Approach combined with EGRA and those following the original Process Approach. The findings showed that the experimental group produced significantly better descriptive writing texts than the control group. Thus, combining the Process Approach with EGRA can offer an effective teaching strategy for enhancing students’ writing skills. 
Effects of Mind Mapping and Guided Peer Feedback on Eighth Graders’ Descriptive Writing Monica Rahmawanda; Patuan Raja; Flora
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/5crc7p78

Abstract

This study examined the use of mind mapping and guided peer feedback in teaching descriptive writing to eighth-grade EFL students. The study was conducted in Class VIII-5 of SMP Negeri 22 Bandar Lampung, involving 30 students selected through purposive sampling. A quantitative one-group pre-test and post-test design was used due to the limited number of available classes at the research site, which made it impractical to form a separate control group. The students were asked to write descriptive texts, and their writings were scored by two raters using an analytic scoring rubric adapted from Jacobs et al. (1981). The rubric covered five aspects of writing: content, organization, vocabulary, language use, and mechanics. The data were analyzed through descriptive statistics, inter-rater reliability analysis, normality testing, a paired-samples t-test, N-gain analysis, and Cohen’s d for effect size. The results indicate a significant improvement in students’ descriptive writing achievement after the implementation of mind mapping and guided peer feedback, t(29) = 29.872, p < .001, with a very large effect size (Cohen’s d = 5.45). Among the five writing aspects, mechanics showed the highest proportional improvement, followed by vocabulary, content, organization, and language use. These findings indicate that the two techniques supported different stages of the writing process. Mind mapping helped students prepare ideas before drafting, while guided peer feedback helped them review and revise their drafts using clearer writing criteria. For teachers, these findings suggest that combining visual planning tools with structured peer review within a single writing sequence can meaningfully enhance students’ writing performance, particularly in writing conventions and content development. Therefore, the integration of mind mapping and guided peer feedback can be considered a useful strategy for supporting descriptive writing instruction in junior high school EFL classrooms.
Co-Authors Deviyanti, Rafista Endang Komariah Mahful Monica Rahmawanda Patuan Raja Patuan Raja, Purwoko, Agus Ranti Pratiwi Tuntun Sinaga Ujang Suparman