PELATIHAN ENGLISH FOR STEM BAGI SISWA SMA EKSPERIMEN SAINS SEDERHANA DAN CODING DASAR

Margaret Stevani; Alexander Adrian Saragi; Evi Martiningsih; Nofirman Nofirman

doi:10.55122/teratai.v6i2.1870

Authors

Margaret Stevani Universitas Pembinaan Masyarakat Indonesia
Alexander Adrian Saragi Universitas Negeri Makassar
Evi Martiningsih Politeknik Angkatan Laut, Surabaya
Nofirman Nofirman Universitas Prof. Dr. Hazairin, SH., Bengkulu

DOI:

https://doi.org/10.55122/teratai.v6i2.1870

Keywords:

English for STEM, Eksperimen Sains, Coding Dasar

Abstract

Program pengabdian masyarakat “Pelatihan English for STEM bagi siswa SMA melalui Eksperimen Sains Sederhana dan Coding Dasar” dilaksanakan untuk menjawab kebutuhan literasi STEM dan kemampuan English for Scientific Purposes pada siswa di SMA Negeri 5 Medan, Sumatera Utara. Kegiatan ini dirancang menggunakan Interdisciplinary Linguistic–STEAM Integration Model (ILSIM) yang menggabungkan prinsip Content and Language Integrated Learning, multimodal literacy, eksperimen sains, block-coding, dan komunikasi ilmiah berbasis tugas. Metode pelatihan meliputi eksperimen kimia dasar, pengenalan coding Scratch, proyek rekayasa jembatan mini, serta analisis data matematis. Data dikumpulkan melalui observasi kinerja tugas, penilaian bahasa, dan analisis produk siswa. Hasil menunjukkan peningkatan signifikan pada penguasaan scientific register, algoritmik-linguistik, engineering-specific discourse, dan mathematical reasoning, yang dibuktikan melalui kemampuan siswa menjelaskan fenomena, menyusun prosedur teknis, dan menginterpretasi data dalam bahasa Inggris akademik. Kesimpulannya, model ILSIM efektif memperkuat integrasi bahasa dan STEM, sekaligus meningkatkan kompetensi kognitif, komunikatif, dan teknis siswa secara simultan.

References

Alasal, M. (2025). Exploring the role of task-based language teaching in enhancing communicative competence. International Journal of Linguistics, Literature and Translation, 8(2), 48-59.

Barkah, E., Jovianto, A., Muktiningsi, M., & Ridwan, A. (2025). Studi perbandingan kurikulum pendidikan sains Indonesia dengan Australia. Jurnal Kajian Pembelajaran dan Keilmuan, 9(1), 111-123.

Dada, C. (2025). Integrating technology for multimodal literacy in English studies. NIU Journal of Humanities, 10(1), 237-245.

Hopp, H., Reifegerste, J., & Ullman, M. T. (2025). Lexical effects on second language grammar acquisition: Testing psycholinguistic and neurocognitive predictions. Language Learning, 75(2), 424-457.

Imamyartha, D., Widiati, U., Fardhani, A. E., A’yunin, A., Mitasari, M., & Hapsari, G. C. (2024). STEAM pedagogy in foreign language education: An endeavour to broaden CLIL pedagogy through 6E’s framework. Indonesian Journal of Applied Linguistics, 13(3), 477-489.

Kim, E., & Ding, E. (2025). ESL teachers’ experiences while designing projects with block-based coding: Language instruction and computational thinking. Journal of Educational Technology Systems, 53(3), 170-204.

Rahman, M. M., Islam, M. S., Karim, A., Singh, M. K. M., & Hu, G. (2025). Ideologies of teachers and students towards meso-level English-medium instruction policy and translanguaging in the STEM classroom at a Malaysian university. Applied Linguistics Review, 16(2), 825-848.

Roth, T., & Bogner, F. X. (2024). The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations. International Journal of Science Education, 46(4), 338-361.

Sihombing, R. A., Muslim, M., Rahman, T., & Winarno, N. (2024). Enhancing quality education in Indonesia: A literature review of STEM-ESD landscape contributions. Journal of Science Learning, 7(3), 213-226.

Thomas, E. M., Parry, N. M., Caulfield, G., & Sion, C. G. (2025). Demystifying the English bias in science: An exploration of the factors influencing bilinguals’ linguistic choices around STEM subjects in minority language education. Journal of Immersion and Content-Based Language Education, 13(2), 295-318.