<![CDATA[Abstrak: Kegiatan pengabdian ini merupakan bagian dari program Kuliah Mahasiswa Magister (KMM) yang dilaksanakan selama delapan minggu, mulai minggu kedua bulan April, di sebuah SMP berbasis pondok pesantren. Tujuan utama kegiatan ini adalah meningkatkan kemampuan listening siswa melalui penerapan media listening song berbasis audio-visual dengan level CEFR A1-A2. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dokumentasi, dan analisis hasil worksheet siswa. Subjek kegiatan adalah 17 siswa. Evaluasi keberhasilan program dilakukan melalui perbandingan skor rubrik penilaian (kelengkapan gap-fill, pemahaman kosakata, kelancaran presentasi, dan akurasi pronunciation) antara pertemuan awal dan pertemuan akhir, didukung hasil observasi dan wawancara. Indikator keberhasilan ditetapkan berupa peningkatan skor rata-rata rubrik serta peningkatan partisipasi aktif siswa selama enam pertemuan. Hasil kegiatan menunjukkan peningkatan keterampilan listening siswa sebesar 49,5%, disertai peningkatan motivasi, partisipasi aktif, dan kepercayaan diri siswa dalam merespons menggunakan bahasa Inggris.Abstract: This community service activity was carried out as part of the Master's Student Community Service (KMM) program over eight weeks, beginning in the second week of April, at a junior secondary school within an Islamic boarding school (pesantren). The primary aim was to improve students' listening skills through the implementation of audio-visual-based listening song media at CEFR A1-A2 level. A qualitative descriptive method was employed, with data collected through observation, interviews, documentation, and worksheet analysis. Seventeen students participated as subjects. Program success was evaluated by comparing rubric scores (gap-fill completeness, vocabulary comprehension, presentation fluency, and pronunciation accuracy) between the first and final sessions, supported by observation and interview data. Success indicators were defined as an increase in mean rubric scores and increased active student participation across the six sessions. Results showed a 49,5]% improvement in students' listening skills, along with increased motivation, active participation, and confidence in responding using English.]]>
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