The purpose of this research is to design a learning media product in the form of a game, called the Nurse Card (KaPe). This game is designed using a Content Based Instruction (CBI) approach where KaPe integrates English material into Nursing Science learning which includes basic nursing actions and disease diagnosis. The research method used in this study is Research and Development which includes the stages of need analysis, product design, product evaluation, and product testing. The subjects in this study were class of XII students of SMK Kesehatan Cahaya Bangsa, Kubu Raya. Meanwhile, the research instrument used to collect data includes observation sheets, questionnaires, interviews, media and material validation questionnaires and student response validation questionnaires to product trials. The results found in the study were the Nurse Card game media (KaPe) which was developed with the Content Based Instruction approach was feasible and effective to be used as an English language learning medium for Nursing Vocational Schools. Some of the advantages of this product are that it provides opportunities for students to develop integrated speaking, reading, and listening skills; increase students' interest in learning English; provide opportunities for students to collaborate because they are played in groups; provide a situation or context for how the language is used in actual use and provide opportunities for students to interact authentically, making it easier for students to acquire language. However, teachers need to allocate time and ensure that the students remain in control when learning takes place through this game.

Tujuan pengabdian ini adalah melakukan pendampingan pengembangan pembelajaran guru melalui projec based learning berbasis kebudayaan lokal MTs Al Mustaqim 1 Kubu Raya Provinsi Kalimantan Barat. Tujuan PKM sesuai dengan IKU dan fokus pengabdian yaitu menginternalisasi kebudayaan kedalam pembelajaran dan menerapkan IPTEKS dalam menghasilkan suatu produk berupa media pembelajaran. Metode dalamPengabddian ini dilakukan tiga tahapan yaitu tahapa persiapan, kegiatan pendampingan dan tanya jawab. Adapun hasil kegiatan pendampingan dideskripsikan bahwa pendidik atau guru masih belum maksimal penggunaan metode pembelajaran yang berpusat pada siswa yang menghasilkan produk atau karya, minimnya kepedulian guru dan siswa terhadap kebermanfaatan penggunaan media pembelajaran dari kebudayaan masyarakat lokal, dengan adanya pemdampingan Pengembangan Pembelajaran Guru Melalui Project Based Learning Berbasis Kebudayaan Lokal, dapat meningkatakan pengetahuan dan keterampilan guru dalam melaksanakan pembelajaran. Pendampingan PKM ini berdampat jauh bagi sekolah mitra di karena dengan pemdampingan ini, guru-guru lebih kreatif dan inovaif dalam mengkaitkan proses pembelajaran dalam media pembelajarnan dan menggunakan budaya lokal. UNU Kalbar, khususnya FKIP dan prodi-prodinya semakin dikenal sebagai institusi yang mempunyai kepedulian terhadap permasalahan masyarakat khususnya guru guru di Kubu Raya

Nowadays English is used to communicate not only to the native speakers but also to the non-Native English users. Instead of acquiring native-like pronunciation, ability to pronounce English with received-pronunciation and at least being understood by other users, called as intelligibility, become a new goal of pronunciation instruction in the recent language teaching development. However, the best way to approach such intelligibility remains a debate among researchers. While some believed that teachers should focus on stress and intonation in pronunciation instruction, other view that focusing on individual sounds or segments is also crucial as these segments include as a system in speech production that can influence one to another. Furthermore, diagnosing learners' difficulties in acquiring English sounds seems to be one of essential actions to achieve the intelligible pronunciation. Thus, this study aimed to investigate learners' difficulties in pronouncing consonant sounds. This was a case study toward a Chinese English learner studying in an international class in the University of Aberdeen. By interviewing the subject that emphasized on exploring the way the consonant sounds, /θ/ and /ð, were pronounced, transcribing and analyzing the recording of interview, it has been found that these dental fricative sounds were problematic for the learner. Moreover, through a followed-up interview, it could be explained that these difficulties occurred was due to the different phonological system between learner's L1 and L2, the use of inappropriate teaching approach experienced by the learner, negative attitude toward English and the low motivation possessed. In addition, a number of teaching implications toward the findings was also been suggested such as using authentic pronunciation material and presenting the phonological sounds in a factual context, integrating pronunciation teaching with speaking and listening skill, providing corrective feedback, giving learners opportunity to do self-correction toward their pronunciation production.

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