PENGUATAN KEMAMPUAN BERBICARA BAHASA INGGRIS GURU SMP MELALUI TEKNOLOGI DIGITAL DI ERA INDUSTRI 4.0

Yudha  EK; Rohman Rohman; David Tombeng; Reia Rabbani

doi:10.51878/community.v5i1.5938

Authors

Yudha EK Rajawali Health Institute
Rohman SMP N 2 Malingping Lebak Banten
David Tombeng Sekolah Royal Wells Bekasi
Reia Rabbani PT Winroad Autocare Indo Jakarta

DOI:

https://doi.org/10.51878/community.v5i1.5938

Keywords:

Speaking fluency, Duolingo, ELSA Speak, TBLT

Abstract

English speaking fluency continues to pose a challenge for junior high school teachers in the teaching and learning process. To address this issue, a community service program was developed, offering practical solutions through the integration of digital tools, namely the Duolingo and ELSA Speak applications and the application of the Task-Based Language Teaching (TBLT) approach. The training sessions were conducted online and involved teachers from SMP Negeri 2 Malingping Lebak Regency Banten. The program combined instructional presentations, hands-on practice via teleconferencing (Zoom), and reflective sessions on the use of digital applications and the implementation of task-based instruction. The results revealed notable improvements: teachers gained a better grasp of educational technology, felt more confident in using spoken English, and were better equipped to design engaging and interactive lessons. Duolingo supported the development of vocabulary and sentence structure, while ELSA Speak effectively enhanced pronunciation through AI-powered feedback. Meanwhile, the TBLT method encouraged teachers to apply English in more authentic and meaningful classroom contexts. This initiative illustrates that blending technology with communicative teaching strategies can significantly boost teachers’ speaking proficiency.

ABSTRAK
Kelancaran berbicara (speaking fluency) dalam bahasa Inggris masih menjadi tantangan bagi guru SMP dalam proses pembelajaran. Kegiatan pengabdian ini dirancang untuk memberikan solusi praktis dengan mengintegrasikan teknologi digital, yaitu melalui pemanfaatan aplikasi Duolingo dan ELSA Speak, serta penerapan pendekatan Task-Based Language Teaching (TBLT). Pelatihan dilaksanakan secara daring dan diikuti oleh guru-guru SMP Negeri 2 Malingping, Kabupaten Lebak, Banten. Metode yang digunakan mencakup penyampaian materi, praktik langsung secara teleconference (ZOOM Platform), serta refleksi terhadap penggunaan aplikasi dan penerapan metode pembelajaran berbasis tugas. Hasil dari kegiatan ini menunjukkan bahwa para guru mengalami peningkatan pemahaman terhadap teknologi pembelajaran, lebih percaya diri dalam menggunakan bahasa Inggris secara lisan, serta mampu merancang pembelajaran yang lebih interaktif. Duolingo terbukti efektif dalam membantu penguasaan kosakata dan struktur kalimat, sementara ELSA Speak membantu dalam memperbaiki pelafalan melalui umpan balik berbasis AI. Adapun metode TBLT mendorong guru untuk menggunakan bahasa Inggris dalam konteks yang lebih bermakna dan aplikatif di dalam kelas. Kegiatan ini menjadi bukti bahwa integrasi teknologi dan pendekatan komunikatif dapat meningkatkan kemampuan berbicara guru secara signifikan.

Downloads

Download data is not yet available.

References

Darudda’wah. (2024). Kolaborasi dan komunitas praktisi dalam meningkatkan pembelajaran bahasa Inggris. Jurnal Adidaya, 5(1).

Dewi, P., et al. (2023). Workshop pengembangan media ajar berbasis TIK sebagai sarana mengenalkan Bahasa Inggris bagi anak usia dini. Surya Abdimas, 7(2), 264. https://doi.org/10.37729/abdimas.v7i2.2780

Ellis, R. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.

Fitria, T. N. (2023). The use of digital media to improve students’ speaking fluency in EFL classroom. Journal of English Education and Linguistics Studies (JEELL), 9(1), 102–114. https://doi.org/10.32682/jeell.v9i1.3361

Harsanti, S. U. (2021). Penggunaan model pembelajaran kooperatif time token untuk meningkatkan kualitas pembelajaran teknologi pengolahan kelapa. JIRA: Jurnal Inovasi Dan Riset Akademik, 2(5), 665. https://doi.org/10.47387/jira.v2i5.130

Krismawarti, K., & Wulanjani, A. N. (2020). Task-based learning: Gaining students’ engagement to improve students’ competence in writing procedure text. Metathesis: Journal of English Language, Literature, and Teaching, 4(1), 71. https://doi.org/10.31002/metathesis.v4i1.2017

Loewen, S., et al. (2020). The effectiveness of app?based language instruction for oral communicative ability. Foreign Language Annals, 53(2), 209–233. https://doi.org/10.1111/flan.12457

Masita, E., et al. (2024). Kurikulum Merdeka dan pengajaran Bahasa Inggris di era digital. Literasi Nusantara Abadi Grup.

Muhsinin, U., & Fatmawati, K. (2020). Validitas dan praktikalitas rencana pembelajaran semester (RPS) terintegrasi research based learning. Jurnal Ilmiah Universitas Batanghari Jambi, 20(1), 201. https://doi.org/10.33087/jiubj.v20i1.791

Mutiah, T. (2020). Meningkatkan hasil belajar pada pembelajaran sifat-sifat cahaya melalui model problem based learning pada siswa kelas IV Sekolah Dasar Negeri 3 Kedungwringin. Jurnal Kualita Pendidikan, 1(3), 86. https://doi.org/10.51651/jkp.v1i3.13

Nguyen, L. H., & Pham, T. T. (2022). The impact of ELSA Speak on EFL learners’ speaking fluency. Asian Journal of Educational Research, 10(3), 45–59.

Ronsumbre, S., et al. (2023). Pembelajaran digital dengan kecerdasan buatan (AI): Korelasi AI terhadap motivasi belajar siswa. Jurnal Educatio FKIP UNMA, 9(3), 1464. https://doi.org/10.31949/educatio.v9i3.5761

Rosita, E., & Halimi, S. (2023). The use of Flipgrid in improving secondary school teachers’ confidence in speaking. JEELS (Journal of English Education and Linguistics Studies), 10(1). https://doi.org/10.30762/jeels.v10i1.842

Sari, N., et al. (2024). Pelatihan teknologi untuk guru bahasa Inggris. Pengabdian Masyarakat Sumber Daya Unggul, 2(3), 85–90. https://doi.org/10.37985/pmsdu.v2i3.570

Sholihin, S., et al. (2024). Transformasi pengajaran Bahasa Inggris melalui pembelajaran berbasis teknologi. Jurnal Ilmiah Ilmu Pendidikan, 7(8), 8380–8386.

Sweller, J. (2019). Cognitive load theory in action: Applications to learning and instruction. Springer.

UNESCO. (2023). Digital learning for sustainable development: Guidelines for educators.

Zhang, L., et al. (2022). A study on the effectiveness of college English teaching based on content-based instruction teaching philosophy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.921654

Zhang, R.-Y. (2019). Application of participating teaching method in business English teaching. In Proceedings of the 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). https://doi.org/10.2991/icmesd-19.2019.54