Pelatihan Menulis Ringkasan Bahasa Inggris Berbasis Video Pendek dan TBLT untuk Siswa Kelas XII SMA

Pengabdian

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan mendeskripsikan pelatihan menulis ringkasan bahasa Inggris berbasis video pendek dan Task-Based Language Teaching (TBLT) bagi 28 siswa kelas XII SMA. Kegiatan dilaksanakan dalam dua pertemuan. Pertemuan pertama mencakup pengenalan teori menulis ringkasan, menonton video pendek pertama, latihan menulis ringkasan secara berkelompok, dan pembahasan hasil kerja siswa. Pertemuan kedua mencakup penguatan kembali teori, menonton video pendek kedua, dan penulisan ringkasan secara individu. Data kegiatan diperoleh melalui observasi, dokumentasi, lembar kerja siswa, hasil tulisan, dan refleksi singkat siswa. Hasil kegiatan menunjukkan bahwa penggunaan video pendek membantu siswa memahami isi cerita, tokoh, konflik, penyelesaian, dan nilai moral sebelum menulis. Sementara itu, TBLT membantu siswa mengikuti proses menulis secara bertahap melalui unsur introduction, main character, problem, solution, moral value, dan opinion. Pelatihan ini juga mendorong partisipasi dan kepercayaan diri siswa dalam menulis ringkasan sederhana. Kendala yang masih ditemukan meliputi keterbatasan kosakata, ketepatan struktur kalimat, penggunaan konektor, dan keberanian menulis secara mandiri. Oleh karena itu, pelatihan serupa perlu dilanjutkan dengan pendampingan kosakata, latihan kalimat, dan umpan balik berkelanjutan agar kemampuan menulis siswa berkembang lebih.

This community service activity aimed to describe short-video-based English summary writing training integrated with Task-Based Language Teaching (TBLT) for 28 twelfth-grade senior high school students. The training was conducted in two meetings. The first meeting involved an introduction to summary writing theory, watching the first short video, group summary writing practice, and discussion of students’ work. The second meeting involved reviewing the theory, watching the second short video, and writing an individual summary. The data were collected through observation, documentation, students’ worksheets, writing products, and short student reflections. The results showed that short videos helped students understand the story content, characters, conflict, solution, and moral value before writing. Meanwhile, TBLT guided students to write step by step through the elements of introduction, main character, problem, solution, moral value, and opinion. The training also encouraged students’ participation and confidence in writing simple English summaries. However, some challenges remained, particularly in vocabulary mastery, sentence structure, use of connectors, and confidence in independent writing. Therefore, similar training should be continued with vocabulary support, sentence practice, and sustained feedback to help students improve their writing skills more effectively.