PENGUATAN KOMPETENSI GURU SEKOLAH DASAR MELALUI IMPLEMENTASI MODEL NGULAM SIKUT DAN WAK SAI LIMA UNTUK MENDUKUNG REVITALISASI BAHASA LAMPUNG

https://doi.org/10.23960/ela.v5i1.2135
Published: Apr 26, 2026

Abstract:

This community service program aimed to strengthen elementary school teachers' competencies through the implementation of two innovative instructional models: NGULAM SIKUT (Ngunut Pengalaman Sai Likut), developed based on the Experiential Learning approach, and WAK SAI LIMA (Nawak Sai Diliyak Mata), which emphasizes modeling within the framework of Active, Creative, Effective, and Joyful Learning (PAKEM). The program was conducted through five stages: needs assessment, workshop, instructional material development, implementation mentoring, and evaluation. Data were collected using pretest-posttest assessments, classroom observation, instructional product evaluation, and participant response questionnaires. The findings demonstrated significant improvements in teachers' pedagogical knowledge, instructional skills, and professional attitudes. Participants also expressed highly positive responses toward the program, indicating that both models were practical and applicable in elementary school settings. The program contributes not only to improving the quality of Lampung language instruction but also to supporting regional language revitalization through strengthening teachers' instructional capacity.

Program pengabdian kepada masyarakat ini bertujuan untuk memperkuat kompetensi guru sekolah dasar melalui implementasi dua model pembelajaran inovatif: NGULAM SIKUT (Ngunut Pengalaman Sai Likut), yang dikembangkan berdasarkan pendekatan Experiential Learning, dan WAK SAI LIMA (Nawak Sai Diliyak Mata), yang menekankan pada pemodelan dalam kerangka Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan (PAKEM). Program ini dilaksanakan melalui lima tahapan: analisis kebutuhan, lokakarya (workshop), pengembangan materi pembelajaran, pendampingan implementasi, dan evaluasi. Data dikumpulkan menggunakan penilaian pretest-posttest, observasi kelas, evaluasi produk pembelajaran, dan angket respons peserta. Temuan menunjukkan adanya peningkatan yang signifikan pada pengetahuan pedagogis, keterampilan instruksional, dan sikap profesional guru. Peserta juga menyampaikan respons yang sangat positif terhadap program ini, yang menunjukkan bahwa kedua model tersebut praktis dan dapat diterapkan di lingkungan sekolah dasar. Program ini tidak hanya berkontribusi pada peningkatan kualitas pembelajaran bahasa Lampung, tetapi juga mendukung revitalisasi bahasa daerah melalui penguatan kapasitas instruksional guru.

Keywords:
1. teacher competence
2. Lampung language
3. regional language revitalization
4. NGULAM SIKUT
5. WAK SAI LIMA
6. speech instruction
Authors:
1 . Yinda Dwi Gustira
Universitas Lampung
2 . Siti Samhati
Universitas Lampung
3 . Mulyanto Widodo
Universitas Lampung
4 . Rahmat Prayogi
Universitas Lampung
5 . Septia Uswatun Hasanah
Universitas Lampung
6 . Mei Fatmila Sari
Universitas Lampung
7 . Sandika Ali
Universitas Lampung
8 . Siska Meirita
Universitas Lampung
9 . Andriansyah
Universitas Lampung
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How to Cite
Gustira, Y. D., Samhati, S., Widodo, M., Prayogi, R., Hasanah, S. U., Sari, M. F., Ali, S., Meirita, S., & Andriansyah. (2026). PENGUATAN KOMPETENSI GURU SEKOLAH DASAR MELALUI IMPLEMENTASI MODEL NGULAM SIKUT DAN WAK SAI LIMA UNTUK MENDUKUNG REVITALISASI BAHASA LAMPUNG. Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat, 5(1), 180–190. https://doi.org/10.23960/ela.v5i1.2135
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Vol. 5 No. 1 (2026): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Articles
References

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  1. Ajani, O. A. (2023). The role of experiential learning in teachers' professional development for enhanced classroom practices. Journal of Curriculum and Teaching, 12(4), 143–155.
  2. Alridya, B. P. (2025). A systematic review of language teachers' professional development in Western Indonesia: Current practices and challenges. Issues in Applied Linguistics & Language Teaching.
  3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
  4. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  5. Bates, C. C., & Morgan, D. N. (2018). Seven elements of effective professional development. The Reading Teacher, 71(5), 623–626.
  6. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
  7. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
  8. Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
  9. Fishman, J. A. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages. Multilingual Matters.
  10. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
  11. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391.
  12. Hattie, J. (2009). Visible learning. Routledge.
  13. Hinton, L. (2014). Language revitalization: An overview. In L. Hinton (Ed.), The Green Book of Language Revitalization in Practice (2nd ed.). Brill.
  14. Hinton, L., Huss, L., & Roche, G. (Eds.). (2018). The Routledge handbook of language revitalization. Routledge.
  15. Kalinowski, E., Gronostaj, A., & Vock, M. (2019). Effective professional development for teachers to foster students' academic language proficiency across the curriculum: A systematic review. AERA Open, 5(1).
  16. Kemendikbudristek. (2022). Buku saku revitalisasi bahasa daerah. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
  17. Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193–212.
  18. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  19. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  20. Lim, C. P., Juliana, & Liang, M. (2020). An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia. Asia Pacific Education Review, 21, 525–538.
  21. Nurahmad, M., & Natsir, N. (2025). Regional languages at the brink: Conservation efforts for Indonesia's 700+ endangered languages. International Journal of Educational Research.
  22. Olko, J., & Sallabank, J. (2021). Revitalizing endangered languages: A practical guide. Cambridge University Press.
  23. Richards, J. C. (2023). Teaching listening and speaking: From theory to practice. Cambridge University Press.
  24. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  25. Suparman, & Sani, H. (2024). Ecolinguistics and the preservation of linguistic diversity in the age of globalization. LACULTOUR: Journal of Language and Cultural Tourism.
  26. Thurlings, M., & den Brok, P. (2017). Learning outcomes of teacher professional development activities: A meta-study. Educational Studies, 43(5), 554–576.
  27. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. New Zealand Ministry of Education.
  28. Undang-Undang Republik Indonesia Nomor 24 Tahun 2009 tentang Bendera, Bahasa, dan Lambang Negara, serta Lagu Kebangsaan.
  29. UNESCO. (2003). Language vitality and endangerment. UNESCO Ad Hoc Expert Group on Endangered Languages.
  30. UNESCO. (2022). Global action plan of the International Decade of Indigenous Languages 2022–2032. UNESCO.
  31. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  32. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  33. Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Institute of Education Sciences.

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