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All Journal Pubmedia Jurnal Pendidikan Bahasa Inggris Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora
Sujito Sujito
UIN Raden Mas Said Surakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penguatan Kapasitas Guru Bahasa Inggris SMA dalam Mengenal Konsep Deep Learning dan CEFR: Capacity Building Program on Understanding the Concepts of Deep Learning and CEFR for Senior High School English Teachers Zainal 'Arifin; Atin Kurniawati; Irwan Rohardiyanto; Imroatus Solikhah; Sujito Sujito; Teguh Budiharso; Anissatusholihah Anissatusholihah; Apri Salwa Sasmita Rahmawati
DARMADIKSANI Vol 6 No 1 (2026): Edisi Maret
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i1.9449

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk memperkuat kapasitas guru Bahasa Inggris jenjang SMA di kabupaten Klaten, Jawa Tengah dalam mengenal konsep deep learning dan Common European Framework of Reference for Languages (CEFR) sebagai kerangka acuan pembelajaran. Kegiatan ini dilatarbelakangi oleh masih beragamnya pemahaman guru terhadap kedua konsep tersebut serta kecenderungan pemaknaan yang bersifat teknis dan belum terintegrasi dalam kerangka pedagogis pembelajaran Bahasa Inggris. Oleh karena itu, kegiatan difokuskan pada penguatan konseptual. Kegiatan dilaksanakan selama satu hari melalui pemaparan materi dan diskusi reflektif. Metode pengumpulan data meliputi angket terbuka prakegiatan dan pascakegiatan untuk mengidentifikasi pemahaman peserta, serta observasi selama kegiatan berlangsung. Data dianalisis secara deskriptif untuk melihat kecenderungan respons dan pemahaman peserta terhadap materi yang disampaikan. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual guru terhadap deep learning sebagai pendekatan pembelajaran yang menekankan pembelajaran bermakna dan proses berpikir mendalam. Selain itu, guru mulai memahami CEFR sebagai kerangka acuan yang dapat membantu melihat arah pengembangan kemampuan berbahasa siswa. Meskipun kegiatan ini belum sampai pada tahap implementasi pembelajaran, hasilnya menunjukkan penguatan kesadaran pedagogis guru sebagai landasan awal untuk pengembangan praktik pembelajaran Bahasa Inggris yang lebih terarah.
The Influence of Students’ Interest in Digital Writing Platforms on Their Writing Achievement in Undergraduate Students Galuh Uzhma Lailly; Syalwa Noviana Putri; Risma Wahyu Aprilia; Meisha Frida Aurelia; Nadia Citra Khairunissa; Sujito Sujito
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v3i3.2773

Abstract

This study investigates the influence of undergraduate students’ interest in digital writing platforms on their writing achievement. The research employed a quantitative correlational design involving 35 undergraduate students enrolled in an English writing course at a university in Indonesia. Data were collected through a questionnaire measuring students’ interest in digital writing platforms and a writing test assessed using the ESL Composition Profile rubric. Descriptive statistics and Pearson Product-Moment Correlation analysis were conducted using IBM SPSS Statistics. The findings revealed that most students demonstrated moderate to high levels of interest in digital writing platforms, with 54.3% categorized as having high interest, while only 2.9% showed low interest. Students’ overall writing achievement was classified at a moderate level (M = 67.54, SD = 3.53), with content receiving the highest average score among the five assessed writing components. The correlation analysis indicated a statistically significant negative relationship between students’ interest in digital writing platforms and their writing achievement (r = -0.592, p < 0.05), suggesting that higher levels of interest were associated with lower academic writing performance. These findings imply that although digital writing platforms can enhance students’ engagement, motivation, and accessibility in writing activities, they may also promote informal writing habits that are inconsistent with formal academic writing conventions. Therefore, educators should integrate explicit academic writing instruction, including guidance on grammar, organization, vocabulary, and formal writing conventions, into the use of digital platforms so that students’ digital engagement can effectively support the development of their academic writing proficiency.
Co-Authors Anissatusholihah Anissatusholihah Apri Salwa Sasmita Rahmawati Atin Kurniawati Galuh Uzhma Lailly Imroatus Solikhah Irwan Rohardiyanto Meisha Frida Aurelia Nadia Citra Khairunissa Risma Wahyu Aprilia Syalwa Noviana Putri Teguh Budiharso Zainal 'Arifin