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Hidayati, Rosfin
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Public Health Social Sciences

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Transformasi Pembelajaran Bahasa Inggris di SMPN 9 Satu Atap Pujut Melalui Task-Based Language Teaching Berbasis Deep Learning Lume, Lume; Hidayati, Rosfin; Rusmayadi, Muh.; Mawardi, Mawardi; Ningsih, Aulia; Maharani, Yesi; Lita, Lita
Alamtana: Jurnal Pengabdian Masyarakat UNW Mataram Vol 6 No 3 (2025): Edisi Desember 2025
Publisher : LPPM UNIVERSITAS NAHDLATUL WATHAN MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jaltn.v6i3.2638

Abstract

Kegiatan Pengabdian Kepada Masyarakat untuk meningkatkan Kompetensi Guru dalam Kualitas pembelajaran Bahasa Inggris di sekolah-sekolah pelosok, seperti SMPN 9 Satu Atap Pujut, masih menghadapi berbagai tantangan, mulai dari keterbatasan sumber daya hingga kurangnya metode dan Pendekatan pengajaran yang efektif dan kontekstual. Kegiatan pengabdian masyarakat ini bertujuan untuk mentransformasikan proses pembelajaran Bahasa Inggris melalui penerapan pendekatan Task-Based Language Teaching (TBLT) yang didukung oleh prinsip-prinsip Deep Learning. Pendekatan ini menekankan keterlibatan aktif siswa dalam menyelesaikan tugas-tugas bermakna yang merefleksikan penggunaan bahasa secara nyata. Kegiatan dilakukan melalui pelatihan guru, pendampingan pembelajaran, dan evaluasi implementasi di kelas. Hasil kegiatan menunjukkan peningkatan motivasi belajar siswa, pemahaman konsep bahasa secara lebih mendalam, serta peningkatan kapasitas guru dalam mendesain pembelajaran yang bermakna. Implementasi TBLT berbasis deep learning terbukti relevan dan adaptif dalam konteks pendidikan di daerah terpencil.
TPACK Implementation In English Reading Instruction at MTs Ulil Albab NW Gegek Hidayati, Rosfin; Saputri, Kanaah; Anggraini, Siti Wahyu Puji
Multi Discere Journal Vol. 4 No. 2 (2025): November
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/mj.v4i2.3293

Abstract

This study investigates how English teachers implement Technological Pedagogical Content Knowledge (TPACK) in reading instruction at MTs Ulil Albab NW Gegek and identifies differences in technology integration across grade levels. The study used a descriptive qualitative approach. Data were collected through interviews, classroom observations, and documentation involving English teachers responsible for grades VII, VIII, and IX. The data were analyzed through data reduction, data presentation, and verification, while source triangulation was used to strengthen credibility. The findings indicate that TPACK implementation was uneven and overall remained at a moderate level. The grade VII teacher demonstrated a good ability to connect technology with reading materials and classroom instruction. The grade VIII teacher used audio and video to support listening, pronunciation, and reading activities. In contrast, the grade IX teacher relied mainly on conventional instruction and did not integrate technology into reading lessons. These differences show that technology integration depends not only on access to digital tools but also on teachers’ ability to connect technology with pedagogy and English content. The study concludes that teachers’ TPACK at the school should be strengthened through sustained professional development and improved access to appropriate learning technologies. Future research should evaluate targeted TPACK training and its effects on teachers’ practice and students’ reading outcomes.
Co-Authors Anggraini, Siti Wahyu Puji Lita, Lita Lume, Lume Maharani, Yesi Ningsih, Aulia Nur ‘Azah Rusmayadi, Muh Saputri, Kanaah