Peningkatan keterampilan menulis bahasa inggris melalui pendekatan pembelajaran berbasis pembelajaran eksperimental
Abstract
Abstrak
Kemampuan menulis akademik dalam bahasa Inggris merupakan keterampilan penting bagi mahasiswa untuk mendukung publikasi ilmiah dan dokumentasi profesional. Observasi awal menunjukkan bahwa sebagian besar mahasiswa S1 Farmasi Universitas Bumigora mengalami kesulitan dalam struktur kalimat, penggunaan tata bahasa, dan penyusunan ide secara koheren. Pengabdian masyarakat ini bertujuan meningkatkan keterampilan menulis mahasiswa melalui pendekatan Pembelajaran eksperimental. Metode yang digunakan melibatkan 49 mahasiswa sebagai peserta, dilaksanakan selama empat minggu, meliputi identifikasi kebutuhan belajar melalui kuesioner pre-test, pelatihan menulis berbasis learning by doing, pendampingan intensif menulis paragraf dan esai, serta evaluasi post-test. Kuesioner pre-test dan post-test menggunakan skala Likert 1-5 untuk menilai aspek gramatika, struktur teks, kosakata, dan kepercayaan diri mahasiswa. Hasil pengabdian menunjukkan peningkatan signifikan pada seluruh indikator, dengan rata-rata skor pre-test 2,80 meningkat menjadi 4,32 pada post-test. Mahasiswa lebih mampu menyusun paragraf dan esai yang koheren, menggunakan kosakata akademik tepat, serta menunjukkan kepercayaan diri lebih tinggi dalam menulis. Temuan ini menegaskan adanya efektivitas pendekatan pembelajaran eksperimental dalam meningkatkan kemampuan menulis akademik, keterlibatan aktif, dan refleksi diri mahasiswa.
Kata kunci: pembelajaran eksperimental; peningkatan keterampilan menulis; menulis akademik.
Abstract
Academic writing skills in English are essential for students to support scientific publications and professional documentation. Initial observations show that most undergraduate pharmacy students at Bumigora University have difficulties with sentence structure, grammar usage, and coherent idea development. This community service program aims to improve students' writing skills through an pembelajaran eksperimental approach. The method involved 49 students as participants and was conducted over four weeks, including the identification of learning needs through a pre-test questionnaire, learning-by-doing-based writing training, intensive guidance on writing paragraphs and essays, and a post-test evaluation. The pre-test and post-test questionnaires used a 1-5 Likert scale to assess aspects of grammar, text structure, vocabulary, and student confidence. The results of the community service showed a significant increase in all indicators, with an average pre-test score of 2.80 increasing to 4.32 on the post-test. Students were better able to compose coherent paragraphs and essays, use appropriate academic vocabulary, and demonstrate higher confidence in writing. These findings confirm the effectiveness of the Pembelajaran eksperimental approach in improving students' academic writing skills, active engagement, and self-reflection.
Keywords: experimental learning; writing skill improvement; academic writing
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DOI: https://doi.org/10.31764/jpmb.v10i1.37485
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