PENGEMBANGAN MODEL PEMBELAJARAN BAHASA INGGRIS KOMUNIKATIF BERBASIS ENGLISH SOCIETY UNTUK MENINGKATKAN KOMPETENSI BERKOMUNIKASI SISWA SMA
DOI:
https://doi.org/10.51878/educator.v5i4.15243Keywords:
Pembelajaran Komunikatif, English Society, Pengembangan Silabus, Kompetensi Komunikatif, Bahasa Inggris SMAAbstract
ABSTRACT
English language learning in senior high schools still faces limitations in providing students with sufficient opportunities to use English communicatively in authentic situations. Learning practices that tend to emphasize content mastery and written assessment restrict students’ opportunities to practice speaking and engage in meaningful interaction. This study aimed to develop a communicative English learning model based on an English Society and examine the feasibility of the product for first-year senior high school students. The study employed development research using Degeng’s development model, comprising analysis of instructional objectives and content characteristics, learning resources, student characteristics, learning objectives and content, content organization, delivery strategies, learning management, and assessment procedures. The product was developed as a topic-based syllabus integrated with Daily Activity, Weekly Activity, English Society Meeting, and supporting facilities. Validation involved a subject-matter expert, an instructional design expert, and an English teacher using questionnaires and feedback sheets. The results indicated that the product was feasible in terms of content, instructional design, practicality, and applicability. The model provides an alternative for expanding students’ opportunities to use English inside and outside the classroom, although its effectiveness requires further empirical testing.
ABSTRAK
Pembelajaran Bahasa Inggris di SMA masih menghadapi keterbatasan dalam memberikan kesempatan kepada siswa untuk menggunakan bahasa secara komunikatif dalam situasi nyata. Pembelajaran yang cenderung berorientasi pada penguasaan materi dan evaluasi tertulis menyebabkan ruang praktik berbicara dan interaksi siswa menjadi terbatas. Penelitian ini bertujuan mengembangkan model pembelajaran Bahasa Inggris komunikatif berbasis English Society serta menguji kelayakan produk bagi siswa kelas 1 SMA. Penelitian menggunakan metode development research dengan model pengembangan Degeng yang meliputi analisis tujuan dan karakteristik isi, sumber belajar, karakteristik siswa, penetapan tujuan dan isi, strategi pengorganisasian, penyampaian, pengelolaan pembelajaran, serta pengembangan prosedur pengukuran. Produk dikembangkan dalam bentuk topic-based syllabus yang terintegrasi dengan Daily Activity, Weekly Activity, English Society Meeting, dan fasilitas pendukung. Validasi melibatkan ahli isi, ahli rancangan pembelajaran, dan guru Bahasa Inggris menggunakan angket dan lembar saran. Hasil menunjukkan bahwa produk dinilai layak dari aspek isi, rancangan, kepraktisan, dan keterterapan. Model ini memberikan alternatif pembelajaran komunikatif yang memperluas kesempatan penggunaan Bahasa Inggris di dalam dan luar kelas, meskipun efektivitasnya masih memerlukan pengujian empiris.
Downloads
References
Aditya, N., Prayogo, D., & Anggara, A. (2024). Learning beyond the classroom: English clubs and students’ speaking competence in an Indonesian EFL context. Jurnal Tahuri, 21(2), 137–154. https://doi.org/10.30598/tahurivol21issue2page137-154
Anggrisia, N. F., & Robah, A. (2023). Exploring challenges and strategies in English speaking among Indonesian university students: A case study of AKM university. Englisia: Journal of Language, Education, and Humanities, 11(1), 55–74. https://doi.org/10.22373/ej.v11i1.19156
Asri, I. H., Lasmawan, I. W., & Suharta, I. G. P. (2023). Kompetensi abad 21 sebagai bekal menghadapi tantangan masa depan. Kappa Journal, 7(1), 97–107. https://doi.org/10.29408/kpj.v7i1.12999
Bila, M., Darma, V. P., & Rosalina, U. (2025). Investigating the teacher perspectives in Communicative Language Teaching in EFL classrooms. Tomorrow’s Education Journal, 3(1), 1–15. https://doi.org/10.58660/1tzr8922
Delyana, A., Firstiani, V. A., Wulandari, G. D., Saputra, C. R., Veronika, C. G., & Adijaya, N. (2024). English language acquisition challenges and opportunities in junior high schools in Lampung, Indonesia. INTERACTION: Jurnal Pendidikan Bahasa, 11(2), 204–216. https://doi.org/10.36232/interactionjournal.v11i2.3286
Efendi, U., Pangestu, D., Hariri, H., & Berlianti, R. A. (2023). Learning environment and learning facilities: Numeracy literacy for class V elementary school students during the pandemic. International Journal of Elementary Education, 7(2), 311–318. https://doi.org/10.23887/ijee.v7i2.58015
Ernawati, E., Manik, F. Y., Trisnawati, R. D., Emiliana, E., & Yuliawati, S. (2022). Understanding and quality of minimum competency assessment (AKM) questions made by Integrated Science teachers in junior high schools. Jurnal Penelitian dan Evaluasi Pendidikan, 26(2), 251–259. https://doi.org/10.21831/pep.v26i2.48670
Fanny, P. O., Faslah, R., & Swaramarinda, D. R. (2024). Exploring the impact of learning facilities and environment on student motivation. Jurnal Pendidikan Ekonomi, Perkantoran, dan Akuntansi, 5(3), 630–642. https://doi.org/10.21009/jpepa.0503.09
Hadiyansah, D. N. W. S., & Qomariyah, N. (2024). The effectiveness of using Communicative Language Teaching (CLT) on speaking ability at seventh grade of SMP Miftahul Ulum Jember. Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris, 2(6), 160–165. https://doi.org/10.61132/sintaksis.v2i6.1494
Hajaroh, M. (2022). High order thinking skill sebagai landasan dalam pengembangan asesmen dan evaluasi pendidikan. FOUNDASIA, 12(2), 59–74. https://doi.org/10.21831/foundasia.v12i2.47332
Mursidin, M., Sulviana, & Ningsih. (2022). English speaking club to build up students’ speaking skill. VERBA: Journal of English Language Issues, Trends and Studies, 2(2). https://jurnal-fkip-uim.ac.id/index.php/verba/article/view/160
Naben, M. F., & Sahan, A. (2025). Students’ perceptions of English Club in enhancing speaking skill. Globish: An English-Indonesian Journal for English, Education, and Culture, 14(2), 294–303. https://doi.org/10.31000/globish.v14i2.13706
Nafiati, D. A. (2021). Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik. Humanika: Kajian Ilmiah Mata Kuliah Umum, 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252
Nurdiana, N., Iskandar, & Munir. (2026). Teachers’ implementation of Communicative Language Teaching in English language teaching. International Journal of Language, Education, and Literature, 3(2), 164–167. https://doi.org/10.66720/ehp6ec70
Penuel, W. R., O’Connor, K., Allen, A.-R., Jacobs, J. K., & Lob, A. S. (2025). Examining science teachers’ conceptions of student interest as a consideration in designing assessments. Science Education, 109(3), 643–663. https://doi.org/10.1080/1046560X.2024.2435747
Prakoso, G. A., Pratama, I. W. A., & Iskandar, Z. D. (2026). Optimizing social engagement through community-based English education: A case study of Beraban English Club at Nuanu Social Fund. International Journal of Travel, Hospitality and Events, 5(1), 114–127. https://doi.org/10.56743/ijothe.v5i1.737
Pratiwi, W. R. (2023). Investigating immersive environment’s contributing factors for learners’ metacognitive strategies in an Indonesian English village. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 26(1), 200–215. https://doi.org/10.24252/lp.2023v26n1i14
Puspa, C. I. S., Rahayu, D. N. O., & Parhan, M. (2023). Transformasi pendidikan abad 21 dalam merealisasikan sumber daya manusia unggul menuju Indonesia Emas 2045. Jurnal Basicedu, 7(5), 3309–3321. https://doi.org/10.31004/basicedu.v7i5.5030
Qasserras, L. (2023). Systematic review of Communicative Language Teaching (CLT) in language education: A balanced perspective. European Journal of Education and Pedagogy, 4(6), 80–86. https://doi.org/10.24018/ejedu.2023.4.6.763
Ridwan, M. N., Ramli, & Samanhudi, U. (2024). The implementation of Communicative Language Teaching (CLT) approach in EFL classes: A case study on the border of Indonesia–Malaysia. EduInovasi: Journal of Basic Educational Studies, 4(2), 969–980. https://doi.org/10.47467/edu.v4i2.2635
Rohim, D. C. (2021). Konsep asesmen kompetensi minimum untuk meningkatkan kemampuan literasi numerasi siswa sekolah dasar. Jurnal VARIDIKA, 33(1), 54–62. https://doi.org/10.23917/varidika.v33i1.14993
Setiawan, A., Hadiyanti, A. H. D., & Kriswanto, Y. B. (2023). Peningkatan keterampilan sosial dan hasil belajar siswa kelas IV menggunakan model Problem Based Learning dengan metode permainan Open the Box. Jurnal Pendidikan Dasar, 13(2), 180–189. https://doi.org/10.21009/jpd.v13i2.34777
Solari, M., Vizquerra, M. I., & Engel, A. (2023). Students’ interests for personalized learning: An analysis guide. European Journal of Psychology of Education, 38, 1073–1109. https://doi.org/10.1007/s10212-022-00656-3
Suryanto, S., Rahayu, D., Shinjee, B., & Alsolami, T. (2025). Fostering 21st-century communication: Students’ views on English club as a speaking platform. Teaching English as a Foreign Language Journal, 4(1), 69–83. https://doi.org/10.12928/tefl.v4i1.1424
Yusvita, L., Atmowardoyo, H., & Samtidar. (2024). What can Speaking English Community Club do with student’s English performance? (A case study at MTsN 1 Makassar). Journal of Excellence in English Language Education, 3(1). https://doi.org/10.26858/joeele.v3i1.%20January.59628
Yusuf, A., Abidin, A. Z., Anwar, S., & Romlah, R. (2024). Tindakan sistem pendidikan meninjau permasalahan rendahnya kualitas pendidikan di Indonesia dan solusinya. JIIP: Jurnal Ilmiah Ilmu Pendidikan, 7(3), 2345–2352. https://doi.org/10.54371/jiip.v7i3.3687
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
