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The purpose of this service is to improve teachers' skills in using interactive media for English learning for elementary school students. The method used began with the identification of problems, where it was found that many teachers had difficulty making the most of technology in English learning. Planning and preparation are carried out by designing training materials that include how to use interactive media to increase student involvement. At the implementation stage of the service method, training is given to teachers to teach them how to use various platforms and applications that support English learning. Assistance and implementation are carried out by directly monitoring the application of interactive media in the learning process in the classroom. Evaluations show that this training has succeeded in improving teachers' skills in using technology for more interactive learning. These findings suggest that with proper training, teachers can manage the classroom more effectively and improve the quality of learning. The contribution of this service is to facilitate the use of technology in English language education at the elementary school level, which has the potential to improve student motivation and learning outcomes.

This research aims to assist the teachers of Depok Junior High School in carrying out Classroom Action Research (PTK) using the learning media of the Learning Journal. The method used includes the planning stage, where teachers are given training on PTK and the use of Learning Journals as tools in the learning process. Furthermore, the implementation of PTK is carried out by teachers with intensive guidance to identify the learning problems faced, design appropriate actions, and observe the results of these actions through data collection documented in the Learning Journal. In the final stage, a joint reflection is carried out to evaluate the effectiveness of the actions that have been taken and prepare a comprehensive PTK report. The results of the study show that this assistance improves the ability of teachers to conduct PTK independently and effectively. This research contributes to providing a practical and applicable PTK mentoring model for junior high school teachers, especially in utilizing the Learning Journal as a learning medium.