Umar Bakri, Ozi Satria, Rijnan

Pendampingan Pembuatan dan Pemanfaatan Media Gambar Sebagai Bahan Ajar untuk Meningkatkan Keterampilan Membaca Bahasa Inggris Siswa

Introduction

Pendampingan pembuatan dan pemanfaatan media gambar sebagai bahan ajar untuk meningkatkan keterampilan membaca bahasa inggris siswa. Tingkatkan keterampilan membaca Bahasa Inggris siswa SMP kelas 7 melalui pendampingan pembuatan & pemanfaatan media gambar sebagai bahan ajar inovatif. Guru diberdayakan.

Abstract

Picture media is one of the effective teaching aids to stimulate children in learning, picture media is used as a means to achieve learning objectives. Picture media can facilitate understanding and strengthen memory, with picture media teachers can foster students' interest in reading. This community dedication aims to improve the English reading skills of 7th-grade students at SMP Islam Arrahmaniyah through mentoring in making and utilizing picture media as teaching materials. The methods used include training for teachers in designing creative and interesting picture media and direct mentoring in implementing it in the classroom. This activity is carried out in three stages, namely (1) socialization and training in making picture media, (2) mentoring in implementing picture media in learning, and (3) evaluation of learning outcomes. The activity results showed an increase in student enthusiasm and understanding of reading English texts, as well as an increase in teachers' ability to develop innovative teaching materials. Thus, this activity not only improves students' reading skills but also empowers teachers to create a more interactive and effective learning environment. It is hoped that this activity can be a model for other schools in improving the quality of English learning.

Review

This abstract outlines a highly relevant and practical community dedication project aimed at enhancing English reading skills among 7th-grade students through the innovative use of picture media. The project's strength lies in its dual focus: not only on directly improving student outcomes but also on empowering teachers with the skills to design and implement creative teaching materials. The structured three-stage methodology, encompassing socialization, training, and implementation mentoring, suggests a thoughtful and systematic approach to intervention, ensuring sustained impact. The reported initial results, indicating increased student enthusiasm and understanding, alongside enhanced teacher capabilities, highlight the project's potential for fostering a more dynamic and effective learning environment. While the abstract presents a compelling case for the intervention's positive impact, a more detailed substantiation of the reported "increase" would be crucial for a full journal article. The abstract mentions an "evaluation of learning outcomes" but lacks specific details regarding the instruments used, the metrics applied to measure reading skills, or how "enthusiasm and understanding" were quantitatively or qualitatively assessed. Further elaboration on the nature of the "creative and interesting picture media" designed by teachers and a clearer linkage between specific media attributes and improvements in particular reading sub-skills (e.g., vocabulary, comprehension, fluency) would strengthen the pedagogical arguments and empirical evidence. Overall, this project represents a valuable contribution to practical pedagogical innovation in English language teaching, particularly within the Indonesian context. Its emphasis on teacher empowerment as a pathway to student improvement is particularly commendable. To elevate this work for journal publication, the authors should focus on providing rigorous evidence of the reported gains by detailing their evaluation methodologies and presenting specific data, even if qualitative, to support the claims of increased student skills and teacher capabilities. This would significantly bolster the project's transferability and its potential to serve as a model for other educational institutions.

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