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All Journal BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M)
Al-awwal, Rijal Hengki Adil
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Penguatan fondasi keterampilan berbicara bahasa Inggris dasar siswa SMP melalui pemanfaatan buku EXIST Fajriah, Yustika Nur; Pratiwi, Ma’rifah Nur; Rachmani, Rafsya; Grizela, Winda; Purbo, Zamtrio; Al-awwal, Rijal Hengki Adil; Irsyad, Muhammad Zanuar
Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Vol. 6 No. 2 (2025)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jp2m.v6i2.23606

Abstract

Kemampuan berbicara bahasa Inggris masih menjadi persoalan yang belum terselesaikan, khususnya di daerah dengan banyak keterbatasan sumber daya. Program pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan berbicara siswa terkait pemahaman dan penyampaian instruksi sederhana berbahasa Inggris. Kegiatan dilaksanakan di salah satu SMP negeri di Kabupaten Garut, melibatkan 51 siswa kelas IX. Metode yang digunakan meliputi analisis kebutuhan, validasi instrumen pre-test dan post-test, validasi media (buku EXIST berbasis multimodal dan konseptual), serta demonstrasi penggunaan buku tersebut. Hasil menunjukkan peningkatan signifikan dalam kemampuan siswa memahami dan menyampaikan instruksi sederhana berbahasa Inggris dalam konteks sehari-hari. Hal ini didukung oleh nilai p=0.000039, yang mengindikasikan efektivitas intervensi.Pemanfaatan buku EXIST berbasis multimodal dan konseptual secara efektif mendukung penguatan fondasi keterampilan berbicara berbahasa Inggris di lingkungan dengan sumber daya terbatas. Temuan ini mengimplikasikan potensi besar buku EXIST sebagai model pembelajaran yang adaptif dan efektif untuk direplikasi atau diadopsi di sekolah-sekolah lain dengan karakteristik serupa, berkontribusi pada pemerataan kualitas pendidikan bahasa Inggris.
Enhancing Students’ Procedure Text Writing Through Differentiated Learning and the Genre-Based Approach: A Classroom Action Research Rachmani, Rafsya; Fajriah, Yustika Nur; Munawir, Ahmad Farhi; Kartika, Hilda Sry; Irsyad, Muhammad Zanuar; Al-Awwal, Rijal Hengki Adil
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 1 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i1.2282

Abstract

This study examines the impact of differentiated learning through varied instructional delivery methods on students’ ability to write Procedure Texts. The research was prompted by the need to address students’ diverse learning preferences and interests in the teaching and learning process. While differentiated instruction has been widely recognized as an effective pedagogical approach, limited research has explored its specific influence on students' development in writing skills, particularly in the context of Procedure Texts. To bridge this gap, the study was conducted using a two-cycle Classroom Action Research (CAR) design, incorporating three primary instruments: tests, observations, and interviews. The research participants consisted of thirty twelfth-grade students with four focused participants from a senior high school in Garut. The findings indicate that differentiated learning, which involves tailored instructional strategies for visual learners, read/write learners, auditory learners, and kinesthetics learners, significantly enhances students’ capacity to produce well-structured Procedure Texts. The study specifically highlights improvements in students’ understanding and application of genre moves and language features, demonstrating that customized learning approaches effectively support their writing development. Peculiarly, students could show their improvements in putting the complete generic structure and linguistic features, covering goals, materials/tools, stages, present tense, connectors, adverbials, and imperative sentences. Notably, the achievement rate increased significantly from 56% to 100%, indicating that all students were able to fully apply these elements in their procedural texts. The results underscore the importance of implementing differentiated instruction to cater to students’ individual learning styles, ultimately fostering their academic growth and writing proficiency. This study contributes to the existing body of knowledge on differentiated instruction and offers valuable insights for educators seeking to optimize writing instruction through adaptive teaching strategies.
Co-Authors Fajriah, Yustika Nur Grizela, Winda Irsyad, Muhammad Zanuar Kartika, Hilda Sry Munawir, Ahmad Farhi Pratiwi, Ma’rifah Nur Purbo, Zamtrio Rachmani, Rafsya