Penggunaan Communicative Games dalam Kegiatan Pembelajaran Bahasa Inggris bagi Siswa Mts Panti Asuhan Nurul Iman
DOI:
https://doi.org/10.36312/sasambo.v5i2.1146Keywords:
communicative games, kepercayaan diri, learner-centered, motivasiAbstract
Pengabdian masyarakat yang dilakukan pada Panti Asuhan Nurul Iman, Depok ini bertujuan untuk menyajikan pengajaran yang lebih menyenangkan dengan metode pembelajaran yang tidak siswa dan guru gunakan dalam pembelajaran di dalam kelas. Siswa yang terlibat dalam pengabdian masyarakat ini adalah 18 siswa Madrasah Tsanawiyah yang berasal dari kelas campuran kelas 7, 8, dan 9. Pelaksanaan pembelajaran dengan menggunakan communicative games ini dibagi dalam tiga tahapan penbelajaran: pre, whilst, dan post teaching. Dari hasil observasi dan juga analisa kuesioner yang telah dilengkapi oleh para siswa, bisa disimpulkan bahwa siswa-siswi Panti Asuhan Nurul Iman ini menyukai penggunaan metode learner-centered dengan melalui communicative games karena manfaat yang mereka rasakan selama pelatihan. Selain pembelajaran yang lebih menyenangkan, siswa mendapatkan motivasi dan kepercayaan diri yang lebih tinggi dibandingkan belajar menggunakan metode konvensional yang befokus pada guru (teacher-centered) yang banyak menghabiskan waktu pembelajaran dengan ceramah dan mengerjakan soal pada buku LKS. Kegiatan pengabdian masyarakat ini berfokus pada satu kemampuan, yakni berbicara. Karena itu, perlu adanya inovasi lain yang perlu dilakukan untuk peningkatan kemampuan bahasa yang lain.
The Use of Communicative Games in English Learning Activities for Mts Nurul Iman Orphanage Students
The community service carried out at the Nurul Iman Orphanage in Depok aims to present teaching that is more enjoyable with the learning methods that they students and teacher do not use in learning in the classroom. The students involved in this community service were 18 Madrasah Tsanawiyah students from mixed grades of grades 7, 8 and 9. The implementation of learning using communicative games was divided into three learning stages: pre, whilst, and post teaching. From the observations and also the analysis of the completed questionnaires by the students, it can be concluded that the students at the Nurul Iman Orphanage like the use of the learner-centered method through communicative games because of the benefits they experience during the training. In addition to making learning more enjoyable, students get higher motivation and self-confidence compared to learning using conventional methods that focus on the teacher (teacher-centered) in which they spend a lot of learning time with lectures and answering questions from textbook. This community service activity focuses on speaking. Therefore, there is a need for other innovations that need to be done to improve other language skills.
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