LITERASI KRITIS TEKS DESKRIPTIF BAHASA INGGRIS BAGI GURU SMP
DOI:
https://doi.org/10.31764/jmm.v6i1.6075Keywords:
critical literacy, descriptive text, basic skills, teacher.Abstract
Abstrak: Literasi kritis siswa SMP di Indonesia berada pada level 1a, yaitu mereka hanya mampu memahami informasi eksplisit dalam mengidentifikasi ide pokok dan ide pendukung dari teks pendek dengan tema umum (PISA, 2018). Hal ini memerlukan penanganan lebih lanjut berupa pelatihan literasi kritis untuk teks yang lebih rumit. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk melatih kompetensi literasi kritis (khususnya dalam hal ini membaca) bagi guru bahasa Inggris tingkat SMP di wilayah terdepan, terluar dan tertinggal terkait dengan membaca teks deskriptif. Kegiatan ini dilakukan bersama 25 peserta guru bahasa Inggris di Kabupaten Mimika, Papua. Pretest diberikan kepada peserta sebelum workshop. Workshop ini dilakukan dalam waktu 3,5 jam melalui zoom meeting. Post-test diberikan setelah pelatihan selesai. Hasil penelitian menunjukkan bahwa pengalaman mengajar dan melatih guru di Kabupaten Mimika, Papua, tidak menunjukkan korelasi yang signifikan dengan kemampuan bahasa Inggris dasar mereka. Rata-rata hasil pre-test menunjukkan 25% yang dibandingkan dengan rata-rata hasil post-test 30% yang mana terdapat kenaikan sebesar 5%. Dengan demikian, ditemukan bahwa hasil didominasi oleh dimensi konseptual pengetahuan peserta guru bahasa Inggris. Dengan kata lain, peserta membutuhkan pelatihan literasi kritis lebih lanjut dalam membaca kritis teks deskriptif dengan menekankan pelatihan keterampilan dasar bahasa Inggris sebagai faktor yang perlu dikembangkan lebih lanjut sebelum literasi kritis.
Abstract: The critical literacy of junior high school students in Indonesia is at level 1a, i.e. they are only able to understand explicit information in identifying main and supporting ideas of the short texts with general themes (PISA, 2018). This requires further handling in the form of training in critical literacy for more complicated texts. This community service activity was aimed at training critical literacy (especially in this case reading) competencies for English teachers at the junior high school level in the region of forefront, outermost and left behind especially related to reading descriptive texts, i.e. the fundamental texts that describe the action for categorization and classification. This activity was carried out with 25 participants of English teachers in Mimika District, Papua. Pre-test were given to participants prior to the workshop. This workshop was conducted in 3.5 hour-time via zoom meeting. The post-test was given after the training completed. The results showed that the experience of teaching and training teachers in Mimika District, Papua, did not show a significant correlation with their basic English skills. The average of pre-test results showed 25% compared to the average of post-test results showed 30% which was an increase of 5%. Thus, it was found that the results were dominated by the conceptual dimension of the participants’ knowledge of English teachers. By this, the participants need further critical literacy training in critically reading the descriptive texts by accentuating the basic English skills as the factor that needs to be further developed prior to critical literacy.
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