<p class="Default">Pengabdian kepada masyarakat dilakukan oleh program studi pendidikan bahasa ingris IKIP-PGRI Pontianak di sekolah SMP Awaluddin kelas dua. Kegiatan ini merupakan sebuah bentuk pelayanan terhadap masyarakat khususnya disekolah sebagai bentuk implementasi dari kewajiban yang terdapat dalam tri dharma perguruan tinggi. Metode yang digunakan berupa pengajaran kosakata bahasa inggris menggunakan <em>games</em> didalam kelas. Hasil dari kegiatan PKM menunjukkan bahwa peserta didik dapat lebih mudah mengerti dan mengingat kosakata selama proses belajar mengajar, efektifitas kegiatan belajar mengajar dapat dipantau oleh guru, siswa dapat mengikuti pembelajaran dengan antusias yang tinggi, materi dapat disampaikan secara menarik oleh pengajar, dan topic dalam materi juga dekat dengan kehidupan sehari-hari siswa. Kegiatan tersebut membuat interaksi dan komunikasi<em> </em>antara guru dan siswa menjadi lebih aktif, sehingga siswa menjadi lebih termotivasi selama proses pembelajaran.</p><p class="Default"> </p><strong>Kata kunci</strong>: Bahasa Inggris, Kosakata, Games

Program Studi Pendidikan Bahasa Inggris mengadakan program pengabdian kepada masyarakat yaitu membangun minat peserta didik Kampung Inggris Parit Baru dalam belajar Bahasa Inggris. 137 peserta didik Kampung Inggris Parit Baru terlibat. Kegiatan ini dilakukan dari tanggal 22, 29 Pebruari, 7 dan 14 Maret 2020 di Kantor Desa Parit Baru, Kubu Raya. Catatan lapangan yang telah dianalisis secara tematik menunjukkan bahwa aktivitas bernyanyi yang menggunakan gerakan fisik tidak hanya berguna untuk mengajarkan Bahasa Inggris namun juga membangun minat peserta didik dalam belajar Bahasa Inggris. Rasa ingin tahu yang timbul dengan memberikan variasi pada materi ajar juga membantu membangun minat mereka. Dapat disimpulkan bahwa program pengabdian kepada masyarakat telah berhasil membantu membangun minat preserta didik dalam belajar Bahasa Inggris.

This research aimed to explore the implementation of ARCS Model in English as a Foreign Language that have done by the teacher and students at the eleventh grade of science students of SMA Muhammadiyah Sambas.  The research implemented a descriptive research design in qualitative method. There were 1 English teacher and 15 eleventh grade of science students participated in collecting primary data. The proposed research applied direct and indirect communication technique where utilized such tool as interview and online questionnaire (open-ended) which each consist of 10 questions. The questionnaire items were modified from Mahmudah (2016). This study used technique of analyzing the qualitative data from Ary, et al. (2010: 481). The research finding indicated that from interview, it was found that in implementing the model, in attention teacher using a variety of learning media such song, video, games and others interesting media. Teacher also use humor if it was needed. In showing relevance, teacher tried to show the relevance of the material being studied with students' needs and the benefits of learning English. Next, in improving students' confidence with their ability, teacher gave hope of success, arrange the learning process and give constructive feedback. Last in creating students' satisfied, teacher gave appreciation with verbal or non-verbal praise, provided an opportunity to showing their ability, and an opportunity to the students to help their friends. Furthermore, the research finding from questionnaire indicated that the use of ARCS Model motivational learning like humor, give the real examples, give feedback, and use praise make the students are easier to understand the lesson. It also makes students feel more motivated, comfortable, and compatible in learning. Thus, it allows the students to have full concentration on the lesson which leads to their motivationally of the learning. So students perceived ARCS Model is very useful model in creating and maintaining good interest among students that proved by students’ statement.

Pelatihan menghadapi berita palsu di era revolusi industri 4.0 ini bertujuan untuk membangun pengetahuan dan kemampuan dasar siswa dalam menghadapi berita palsu atau “hoax” yang sering kali menyebar secara daring dan dapat merugikan banyak orang. Pelatihan ini dilaksanakan di Pondok Pesantren Hidayatul Mubtadi-Ien di Kubu Raya yang diikuti oleh 28 siswa yang terdiri dari siswa kelas 8 (sebanyak 4 siswa), kelas 9 (sebanyak 15 siswa), dan kelas 10 (sebanyak 9 siswa). Siswa diberikan materi mengenai berita palsu seperti indikator elemen berita yang perlu diperhatikan, dampak dari berita palsu, dan cara mencegah penyebaran berita palsu. Selesai pelatihan diberikan, siswa diminta untuk mengisi kuesioner persepsi akhir. Respon para siswa menunjukkan adanya perkembangan pengetahuan akan indikator berita palsu yang sangat diperlukan mereka untuk mengenali berita palsu. Dengan mengenali indikator tersebut, para siswa paham apa yang akan mereka lakukan selanjutnya, seperti mengecek kebenaran berita tersebut dan tidak membagi berita tersebut apabila dianggap palsu ke media sosial ataupun layanan sosial daring yang bisa berdampak negatif bagi orang lain. Dapat disimpulkan bahwa pelatihan menghadapi berita palsu bermanfaat bagi siswa dalam mengenali berita palsu melalui indikator yang telah diajarkan dan tindakan apa yang perlu dilakukan seandainya mereka menemukan berita yang dibagi ke akun sosial media ataupun layanan sosial mereka.

This research is descriptive qualitative which aims to find out the practices of the English village in the village of Nyayum. A class consists of eighteen participants from different classes who are deliberately selected as samples. Data was collected by using observation, field notes and student text. This research was conducted during teaching and learning activities. This research lasted for eight meetings. In teaching and learning activities, four stages of genre pedagogy are applied, namely knowledge building, modeling, combined joint construction, and independent construction. The application of a Genre-Based Approach to help Students to be able to communicative. Communicative can be in the form of oral, written, or even nonverbal. It is an inclusive term that refers to having knowledge of the language as well as the skills to use language in real-life situations to meet communicative needs. Language according to the researcher, is achievement in communication. During teaching and learning activities, observations were made by collecting field notes and student text. data analysis used thematic analysis to analyze field notes and text documents therefore, trigulation was carried out to validate the data. the findings describe the practice of English village at  nyayum village using a genre-based approach in learning activities. The practice of English village using a genre based approach as a method in teaching and learning activities can help students practice English because there is interaction between tutors, and participants. So, it can be used to teach English both informal and non-formal education.