Laporan Service Learning Berbasis Riset dan PkM

Prodi Pendidikan Bahasa Inggris

Name: Shofi fatimah munawaroh devi

NIM: D05218019
Course: Instructional Material and Media Development
Class section: A
Lecturer: Rizka Safriyani, M.Pd.
Location of Service Learning: MTsN 1 Kota Surabaya

The English Language Education Department

The Faculty of Education and Teacher Training
UIN Sunan Ampel Surabaya
2020/2021
 Lembar Pengesahan

Laporan Service Learning Berbasis Riset dan PkM Prodi Pendidikan Bahasa Inggris oleh Shofi
fatimah munawaroh devi (D05218019) di MTsN 1 Kota Surabaya Tahun akademik 2020/2021
yang dilaksanakan dari tanggal 15 Maret hingga 5 April 2021 telah disetujui dan disahkan di
Surabaya pada tanggal 5 April 2021

Yang mengesahkan

Dosen Pembimbing Lapangan Guru pamong

Dr. Mohamad Salik, M.Ag. Dra. Hj. Erni Fauziana, M.PdI

NIP: 196712121994031002 NIP: 196711111996032002

Kepala MTsN 1 Kota Surabaya

Muhammad Hasan Bisri, M.Pd.

NIP: 196512151995031001
 ANALYSIS OF RESULTS INTERVIEW REPORT
INTERVIEW INSTRUMENT NEEDS ANALYSIS MTsN 1 SURABAYA

1. Apa strategi pembelajaran yang sering digunakan?

2. Apa metode yang bisa menunjang pelaksanaan dari strategi digunakan?
3. Apakah ibu menggunakan buku pendamping selain buku teks pemerintah /bse pada
pembelajaran bahasa inggris?
4. Teks jenis apakah yang ibu ingin dapatkan sebagai materi pendamping pembelajaran
bahasa inggris?
5. Menurut ibu, perlukah teks bernuansa islami di kelas? mengapa?
6. Menurut ibu, aspek apa sajakah yang harus ada pada sebuah buku ajar bahasa inggris?
7. Menurut ibu, aspek apa sajakah yang diinginkan pada sebuah buku ajar bahasa inggris?
8. Apakah ibu selalu menggunakan media pembelajaran dalam proses pembelajaran bahasa
inggris?
9. Bagaimana ibu biasanya mendapatkan media pembelajaran bahasa inggris untuk
mengajar saat ini?
10. Kriteria apakah yang bapak/ibu gunakan sebagai syarat utama memilih media
pembelajaran?
11. Media pembelajaran apakah yang ingin dibuat dalam kurun waktu dua bulan kedepan?
12. Menurut ibu/bapak, aspek apa sajakah yang diinginkan pada sebuah media pembelajaran
bahasa inggris?
13. Teks jenis apakah /materi ajar apakah yang ibu ingin dapatkan sebagai materi media
pembelajaran manual bahasa inggris ?
14. Teks jenis apakah /materi ajar apakah yang ibu ingin dapatkan sebagai materi media
pembelajaran berbasis komputer /internet bahasa inggris?
15. Bagaimana pendapat ibu terkait buku ajar dan media pembelajaran bahasa inggris yang
ideal bagi madrasah?
16. Dari 4 skill dalam Bahasa Inggris, skill apa yang perlu dikuasai oleh siswa di MTsN 1
Surabaya?
 Needs Analysis Interview Results
MTsN 1 City of Surabaya, uses the K13 curriculum for its learning model. In general, the
strategy in learning English used in Madrasahs is to provide motivation to students before
starting learning or in the form of relaxation before lessons. In addition, Madrasahs also provide
learning methods in the form of media such as video presentations, songs and games. MTsN 1
City of Surabaya sometimes designs learning in collaboration with the arts (a strategy that is
applied such as a combination of cultural arts and English in the form of comics which is adapted
to its expression and outdoor activities. This strategy is in accordance with classroom conditions
and is carried out to attract students' interest in learning). For the time being, MTSN 1 City of
Surabaya uses the officer diamond LKS Book as a companion book. But before using the BSE
companion book too.
Descriptive text is a teaching material that can be used for Islamic contexts in learning,
such as students being asked to describe activities in the month of Ramadan or to tell their
experiences in the month of Ramadan. The aspects that must be present in the textbook follow
the existing SKL, which include social functions, structure text and linguistic elements (such as
everyday language. The aspects of glossary, pronunciation practice, grammar questions and
speaking activities are also very necessary in textbooks.
The learning media used in MTSN 1 Surabaya are E-learning, WA group (voice note),
but for media use it can adjust to the classroom conditions or the theme to be studied, all objects
around can be used as learning media. In the Madrasah E-Learning application the teacher can
monitor students whether they have collected their assignments, the E-Learning application has
complete features. The criteria for the desired learning media are easy to access and not
complicated, situations such as PPT, videos / movies, greeting cards. The desired media is media
that is in accordance with the times.
All material can be used with the media as long as it is in accordance with the specified
KD, either manually or computer-based. The current curriculum is generally character-based, so
at MTSN1 Surabaya which is religiously based, it adapts to the needs of Madrasas, namely
characters that lead to religion. The aspect of ability that must be improved is speaking, because
if students master or are fluent in speaking skills, the function of the language will be useful.
 The Conclusion are the skill that needs to be improved in students at MTsN 1 Surabaya is
speaking, because the students master speaking the purpose of language will be fulfilled. The
desired media is media that is easily accessible and adapts to the conditions of the class (KD is
also students). The use of media can be applied in all materials as long as it is in accordance with
the provisions. In the context of Madrasas, religious texts are also needed to form religious
characters.
 DRAFT OF REPORT ON SERVICE LEARNING
Grade
Goals: Kompetensi Inti
Goals: Kompetensi Dasar
(VIII) MTsN 1 Kota Surabaya
1. Appreciate and live up to the teachings of the religion they
adhere to
2. Demonstrate behavior, discipline, responsibility, care for
tolerance, self-confidence, self-confidence, which is
effective with the social and natural environment within the
range of interactions and existence.
3. Understand knowledge (factual, conceptual, and
procedural) based on his curiosity about science, technology,
art, culture related to visible phenomena and events.
4. Trying, processing, and presenting in the realm of
concrete (using, unraveling, assembling, using, and making)
and realm (writing, reading, counting, drawing, and
composing) according to what is learned in school and other
sources in the same angle. viewpoint / theory.
3.11 Comparing social functions, text structure, and
linguistic elements of several oral and written personal
recount texts by giving and asking for information related to
personal experiences in the past, short and simple, according
to the context of their use
4.11 Recount text
4.11.1 Capturing meaning contextually related to social
functions, text structure, and linguistic elements of oral and
written recount texts, very short and simple, related to
personal experiences in the past (personal recount)
4.11.2 Compiling oral and written recount texts, very short
and simple, related to personal experiences in the past
 (personal recount), taking into account social functions, text
structure, and linguistic elements, correctly and in context.

Objectives (Indikator pencapaian 1. Students are able to identify, to state the existence of
kompetensi) objects, animals, people and things (existence).
2. Students are able to give good responses in
vocabulary learning in a school context.

Theme/Topic Recount text

Language skill Vocabulary skills

ELT activities, exercises, tasks, etc.
1. ELT activity: using video or text for starters,
explaining the words used in the recount text.
2. practice: word match, word sort, scramble game,
quizizz, find the synonyms.
3. task: make 5 texts and tell short texts with correct
vocabulary.

References 1. English book for smp

2. You tube link:
https://www.youtube.com/watch?v=h5VDsxHH0e8
https://www.youtube.com/watch?v=m9IG4CMz4Xk
3. RPP from various KD

Flipbook Title : RECOUNT-FUN

Aims:
The purpose of recount text is to list and describe past experiences by retelling events in
the order they occurred. My analysis is about Vocabulary, teaching vocabulary should aim to
engage students in thinking actively about the meaning of words, the relationships between
words, and how we can use words in different situations.
Objective:
1. Students are able to identify, to state the existence of objects, animals, people and things
(existence).
2. Students are able to give good responses in vocabulary learning in a school context.

Reason:
Based on my needs analysis, the creation of this learning objective is because students need to
learn vocabulary and master it, and students are able to identify it, to state the existence of
objects, animals, people and things (existence).
 FRAMEWORK OF E-BOOK SERVICE LEARNING

A. Vocabulary Activity
Understanding vocabulary according to Penny (1991: 60), he said, "Vocabulary can be
interpreted roughly, like the words we teach in a foreign language. vocabulary is a collection of
words or phrases that are usually arranged sequentially and translated (defined).
Vocabulary definitions from the Merriam-Webster online dictionary:
1. List or collection of words or words and phrases usually arranged alphabetically and
described or defined: lexicons
2. The number or stock of words used by a language, group, individual, or occupation or in
a field of knowledge b: a list or set of terms or codes available for use (such as in an
indexing system) supply of expressive techniques or devices (as an art form).

B. Vocabulary of The Recount Text

I collected a lot of vocabulary related to recount text, so that I could make student guidelines for
designing recount text words example:
Read the following text!
Pilgrimage in Sunan Ampel Before Ramadan
Romadhon last year, my family and I had a pilgrimage in Sunan Ampel. My family
applies pilgrimage to the saints before Ramadan, especially in Sunan Ampel because it is closest.
there it is again summer. One of the Wali Songo propagators of Islam in the Java region is Sunan
Ampel. He got the title because it came from the title sunan which came from his guardianship
title, while the name Ampel or Ampel Denta was taken from his place of residence near
Surabaya.

C. Vocabulary Builder.
I usess many media to imrpove vocabulary skills students. There are two media that i use
educandy and quizizz. My practice vocabulary uses the Educandy app.
https://www.educandy.com/. Educandy is a website that allows teachers to quickly and easily
create simple games for students to practice vocabulary and answer basic questions about
content. The site offers eight different types of games ranging from crossword puzzles to
multiple choice quizzes. Teachers can manually enter word lists (or similar live content) or
upload data files to create games. Once basic data is available, creating a game takes no time at
all, and the game can then be shared with students via a link to be played on any device or
embedded on a website. Educandy offers apps for iOS, Android, and Microsoft to play on mobile
devices too.
My practice vocabulary uses the Quizizz. https://quizizz.com/, quizizz is a creativity
software company that is used in classrooms, group work, pre-test reviews, exams, unit tests, and
pop-up tests. This allows students and teachers to be online at the same time. quizizz It uses a
quiz-style teaching and learning method in which users answer questions in a series
independently, and compete with other users on the same quiz. Students can use Quizizz on any
electronic device and explore, similar to, laptops, iPads and smartphones. Quizzes can be used as
a 'check' tool that reveals how students know about a material. Teachers can use Quizizz to
assign homework to students.

D. Vocabulary Exercise.
I made exercise questions related to what I have explained. exercise questions can make
children think smarter and remember recount material well example:
1. Fill in the blank below!

When ______ I went to the grave of Sunan

Ampel, I met my___ _____, I was very happy to
be able to meet him, because we haven't seen him
for about __ ______ .

best friend Yesterday two years

2. Please make a short 3 sentence using the following words!

a. Last years …………..
 b. For three years ago………….
c. Before ………...
3. Observe the Crossword puzzle below and find these following words.

W E F T Y J L J K T E A R

V D S W A H A J S F Y B T

B C R D S J S T W Q E U G

J R Y H F K T E Q G S Y V

H F H J H L D F A F T T B

I N T H E P A S T R E R N

G H K O Y F Y D L F R F M

F G G P G B J W E R D G J

Q T S L D S J F P S A Z H

A B E F O R E A S F Y H G

S J H Y V C S R T V N B F

D X Z S W H G T H Y J M D

Q E F D S A J K L I Y T S

At least Last day In the past Before Yesterday

 REFERENCE
Penny Ur. 1991. A Course in Language Teaching: Practice and Theory. Cambridge University
Press.
https://www.qrcode-monkey.com/#text
https://www.educandy.com/
https://quizizz.com/