PEMBERDAYAAN GURU BAHASA INGGRIS DALAM MENGHADAPI TANTANGAN DAN PELUANG INTEGRASI ARTIFICIAL INTELLIGENCE (AI) PADA PEMBELAJARAN BAHASA - Mutiarani Mutiarani; J. Anhar Rabi Hamsah Tis'ah; Aswir Aswir; Sabilar Rosyad (Journal of Community Empowerment, 2025)
ABSTRAKPerkembangan Artificial Intelligence (AI) dalam bidang pendidikan menghadirkan peluang sekaligus tantangan bagi guru bahasa, khususnya dalam meningkatkan kualitas dan relevansi pembelajaran di era digital. Berdasarkan analisis situasi di Kota Sukabumi, guru bahasa umumnya telah mengenal AI secara konseptual, namun masih menghadapi keterbatasan keterampilan praktis, literasi pedagogis berbasis AI, serta kesadaran etis dalam pemanfaatannya di kelas. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk memetakan kesiapan guru bahasa dalam mengintegrasikan AI serta meningkatkan kompetensi digital dan pedagogis mereka melalui pelatihan berbasis kebutuhan nyata. Metode pelaksanaan menggunakan pendekatan participatory action research yang meliputi analisis kebutuhan, sosialisasi dan pengisian angket kesiapan, pelatihan pemantapan pemanfaatan AI, serta pendampingan pascapelatihan. Mitra sasaran kegiatan adalah 20 guru bahasa (Bahasa Indonesia dan Bahasa Inggris) dari 20 sekolah jenjang SMP dan SMA di Kota Sukabumi. Hasil kegiatan menunjukkan bahwa tingkat kesiapan guru berada pada kategori sedang dengan skor rata-rata 3,48, dengan pengetahuan AI tergolong cukup tinggi, keterampilan penggunaan AI masih sedang, dan sikap terhadap AI bersifat positif. Pelatihan yang diberikan berdampak pada peningkatan pemahaman dan keterampilan guru, ditunjukkan oleh kenaikan skor kesiapan pascapelatihan sebesar 17,9%, serta meningkatnya kepercayaan diri guru dalam memanfaatkan AI secara kreatif dan etis dalam pembelajaran bahasa.Kata Kunci: Artificial Intelligence; guru Bahasa; literasi digital; pembelajaran Bahasa; kesiapan guru pemberdayaan. ABSTRACTThe development of Artificial Intelligence (AI) in the field of education presents both opportunities and challenges for language teachers, particularly in enhancing the quality and relevance of learning in the digital era. Based on a situational analysis conducted in Sukabumi City, language teachers generally possess conceptual awareness of AI; however, they still face limitations in practical skills, AI-based pedagogical literacy, and ethical awareness in classroom implementation. This community service program aims to map language teachers’ readiness to integrate AI and to improve their digital and pedagogical competencies through needs-based training. The program employed a participatory action research approach consisting of needs analysis, socialization and readiness questionnaire administration, AI utilization reinforcement training, and post-training mentoring. The target partners were 20 language teachers (Indonesian and English) from 20 junior and senior high schools in Sukabumi City. The results indicate that teachers’ readiness was at a moderate level, with an average score of 3.48. Teachers’ AI knowledge was categorized as relatively high, their AI usage skills were at a moderate level, and their attitudes toward AI were positive. The training activities led to improvements in teachers’ understanding and skills, as evidenced by a 17.9% increase in post-training readiness scores and increased teacher confidence in using AI creatively and ethically in language learning. Keywords: Artificial Intelligence; Language Teachers; Digital Literacy; Language Learning; Teacher Readiness; Empowerment.