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PELATIHAN PEMBELAJARAN KOOPERATIF: PENGUATAN KOMPETENSI 4C MENUJU PEMBELAJARAN BAHASA INGGRIS YANG INTERAKTIF I Komang Budiarta; Ida Ayu Made Sri Widiastuti; Ni Wayan Adi Priantini; Putu Dian Sastrani; Ni Kadek Muliahati; Ni Made Parida Yanti
SUBSERVE: Community Service and Empowerment Journal Vol. 4 No. 2 (2026): Juli 2026
Publisher : Prime Identity Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67766/scsej.v4i2.243

Abstract

Para guru Bahasa Inggris di SMPN 1 Blahbatuh, ⁠SMPN 2 Blahbatuh, ⁠SMPN 4 Sukawati, dan ⁠SMPN Hindu 2 Sukawati. telah menerapkan berbagai model pembelajaran. Meskipun mereka sudah mengetahui berbagai macam teknik mengajar kooperatif, mereka masih menghadapi beberapa tantangan, seperti prosedur penerapan teknik yang benar dan cara pengelolaan pembelajaran kooperatif. Pelatihan yang praktis, aplikatif dan berkelanjutan juga diperlukan agar proses pembelajaran lebih variatif. Dengan peningkatan kompetensi guru, proses pembelajaran Bahasa Inggris diharapkan semakin interaktif, kreatif, variatif dan relevan dengan kebutuhan siswa untuk meningkatkan kompetensi 4C. Berdasarkan hasil observasi, para guru memerlukan pelatihan tentang implementasi pembelajaran kooperatif dalam pembelajaran Bahasa Inggris. Hal inilah yang mendorong Prodi. Magister (S2) Pendidikan Bahasa Inggris FKIP Unmas Denpasar untuk melaksanakan skema Pengabdian kepada Masyarakat (PkM) Unggulan Prodi. pada hari Kamis, 11 Juni 2026. Hasil kegiatan pelatihan menunjukkan dampak yang signifikan terhadap peningkatan pengetahuan, pemahaman, dan kesiapan profesional guru-guru Bahasa Inggris di SMPN 1 Blahbatuh, SMPN 2 Blahbatuh, SMPN 4 Sukawati, dan SMPN Hindu 2 Sukawati dalam mengimplementasikan pembelajaran kooperatif. Peningkatan tersebut tercermin dari kenaikan skor rata-rata peserta antara prates dan pascates, yaitu dari 58,57 menjadi 84,29. Hal ini menunjukkan bahwa pelatihan berhasil memperkuat kompetensi guru dalam memahami konsep pembelajaran kooperatif, mengenali berbagai model dan teknik yang relevan, serta mengembangkan strategi implementasi yang sesuai dengan karakteristik pembelajaran Bahasa Inggris untuk menguatkan kompetensi 4C.
Developing an OBE-Based Paragraph Writing E-Module to Improve Writing Skills I Komang Budiarta; Dewa Gede Agung Gana Kumara; Ni Made Wersi Murtini
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.18178

Abstract

Innovation in education is essential, and higher education likewise undergoes a comparable phenomenon. The limited availability of learning materials and access to them for the Paragraph Writing course remained a challenge. It encourages lecturers to innovate and create optimal learning quality, and modules can facilitate students’ independent and flexible learning. Lecturers are expected to develop innovative and interactive learning modules, such as an E-Module. The current research aims to develop a Paragraph Writing E-Module based on the OBE curriculum and assess its quality. This research used an R&D design. To collect the data, the researchers employed document analysis, structured questionnaires, and semi-structured interviews. The collected data were then analyzed quantitatively and qualitatively. The E-Module has been developed according to the ADDIE stages, incorporating the results of the target and learning needs analysis. Besides, inputs from validators regarding design, content, and language have been followed up on. The E-Module trial results pointed out that students can follow it easily and flexibly, starting from understanding concepts and practicing writing, and so do lecturers. The design has been made as attractive as possible, and the learning materials are arranged to help students easily understand the material. Technology is incorporated to enhance interactivity, hence facilitating autonomous improvement of comprehension and writing skills. To sum up, the researcher determined that the Paragraph Writing E-Module is very viable as instructional material for the Paragraph Writing course. Additionally, it has been developed to align with the OBE curriculum, which can be applied to other language courses.
Digital Sor-Singgih: A Narrative Inquiry into Ethnotech-Pragmatics among Youth in Denpasar Wedananta, Kadek Adyatna; Budiarta, I Komang
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.v6i2.4815

Abstract

The‍‌ research broadens the Ethnotech-Pragmatics conceptual model, initially introduced by Wedananta (2023), for investigating how the young people of Denpasar juggle the tensions between Balinese cultural values and the digital world of Instagram. This‍‌‍‍‌‍‌‍‍‌ paper employs a narrative qualitative method so as to reveal the "genuine experience" of these young people in their engagement with Balinese cultural values and the digital world of Instagram, which is a follow-up to the research that initially uncovered this ‍‌‍‍‌‍‌‍‍‌phenomenon. This study was done by first having ten high school students, aged 17-18 of Denpasar talk separately and at length, and then it showed how the technical features of digital communication - such as the 'Close Friends' list, temporary Stories, and sticker use - can be the means to go around traditional Sor-Singgih (language hierarchy) and tactic of keeping one's face or dignity. Data‍‌ collection was done through semi-structured narrative interviews as well as "scroll-back" sessions where participants performed some phone interactions and narrated the context. Then, thematic narrative analysis was employed to examine the data. The findings present that Ethnotech-Pragmatics is more than a language change; it is also a profound identity negotiation in which technology acts as a facilitator of politeness across different cultures. Moreover, the introduction of ethnotech-pragmatics in the school curriculum offers a valuable opportunity for the youth of Bali to reconnect with their cultural heritage on a profound ‍‌‍‍‌‍‌‍‍‌level.
Point Wall Gamification in English Language Teaching: Teachers’ Perceptions Ni Luh Putu Shintya Pradnyanita; I Komang Budiarta; I Gde Putu Agus Pramerta
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1037

Abstract

Gamification has gained attention in English language teaching, but many studies still focus on digital tools and student outcomes. Non-technological gamification remains less discussed, especially from teachers’ perspectives in elementary English classrooms. This study explored English teachers’ perceptions of Point Wall as a non-technological gamification strategy in a national plus elementary school. The study employed  a  qualitative-dominant descriptive design supported by descriptive quantitative data from  five English teachers who had implemented Point Wall. Data were collected through a 30-item Likert-scale questionnaire and semi-structured interviews. The questionnaire responses were analyzed using frequencies to provide descriptive quantitative support, while the interview data were transcribed verbatim and analyzed through qualitative coding and categorization, with triangulation used to strengthen the interpretation of the findings The findings showed positive teacher perceptions across the perceiver, target, and context aspects. Teachers perceived Point Wall as practical for classroom management, reported observing student participation and peer interaction, during its implementation, and perceived the strategy as suitable for existing classroom and school conditions. Based on the teachers’ perceptions and reported observations, this study concludes that Point Wall can serve as a feasible low-tech gamification strategy for elementary English teaching when teachers integrate it with clear routines and classroom goals.
Co-Authors Adi Priantini, Ni Wayan Alit Riska Dewi, Dewa Ayu Anak Agung Putri Maharani Anak Agung Putri Maharani Anak Agung Putu Arsana Anak Agung Putu Arsana, Anak Agung Putu Apriyanti, Ni Putu Ria Candrawati, Ida Ayu Corpuz, Gleann R. Dede Putra Prawira Adhinatha Devi, Ida Ayu Dwi Utari Pithaloka Dewa Ayu Ari Wiryadi Joni Dewa Gede Agung Gana Kumara Dewa Sang Made Widiantara Dewi, I Gusti Agung Pracita Julita Dewi, Putu Tjintia Kencana Dian Pramana Gde Bayu Surya Parwita Gede Doddy Tisna MS Gleann R. Corpuz Godeliva Delasari Batta Hani Bunga Laely Hartika, Ni Putu Leyen Hendayanti, Ni Putu Nanik I Gde Putu Agus Pramerta I Gusti Agung Putri Wirastuti I Gusti Agung Vienarahayu I Gusti Rai Agung Sugiartha I Ketut Yoda I Made Budi Adnyana, I Made Budi I Made Sudarsana I Nengah Astawa Ida Ayu Candrawati Ida Ayu Made Sri Widiastuti Ida Bagus Nyoman Mantra Kadek Adyatna Wedananta Kadek Elis Susanti, Kadek Komang Ary Trisna Wahyuni Kumar Negi, Harvinder Leonita, Ni Nyoman Saka Nimas Ajeng Luh Putu Darmayani Pulasari Made Ayu Sarika Pratiwi Made Hery Santosa Mahottami, Ni Komang Aryanti Ni Kadek Muliahati Ni Komang Sri Julyantari Ni Komang Sri Julyantari, Ni Komang Ni Luh Gede Pivin Suwirmayanti, S.Kom, MT, Ni Luh Gede Pivin NI LUH PUTU DIAN SAWITRI Ni Luh Putu Rika Wardani Ni Luh Putu Shintya Pradnyanita Ni Made Ayu Mariani Ni Made Dewi Kansa Putri, Ni Made Dewi Kansa Ni Made Parida Yanti Ni Made Wersi Murtini Ni Wayan Adi Priantini Ni Wayan Adi Priantini Ni Wayan Krismayani Ni Wayan Sri Ayu Purnami Pratami, Ni Wayan Cahya Ayu Putri Maharani, Anak Agung Putu Adi Guna Permana Putu Dian Sastrani Putu Nur Ayomi Rahmadonna Festa Ricky Aurelius Nutanto Diaz, Ricky Aurelius Sawitri, Ni Luh Putu Dian Subali, Made Agus Putra Suputra, Komang Aryawira System, Administrator Wiratama, I Gusti Ngurah Made