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All Journal Room of Civil Society Development Journal of Social Work and Science Education Room of Civil Social Development
Iin Nirwana
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi, Jambi, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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English Communication and Meeting Etiquette Training to Enhance the Professionalism of Public Administration Students: Pelatihan English Communication dan Meeting Etiquette untuk Meningkatkan Profesionalisme Mahasiswa Administrasi Publik Yulia Wiji Astika; Teta Wismar; Iin Nirwana; Monalisa Monalisa
Room of Civil Society Development Vol. 5 No. 3 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.955

Abstract

Workplace developments and increasing demands for professionalism in public service require students to develop strong communication skills, including the ability to communicate in English and apply professional meeting etiquette. However, some students still face challenges in oral communication, self-confidence, and the application of communication etiquette in professional settings. This community service program aimed to enhance students’ capacity through English Communication and Meeting Etiquette training to support professionalism in public service. The program involved 30 Public Administration students and was implemented using an experiential learning approach through material delivery, meeting simulations, public service communication practice, mentoring, and evaluation. Evaluation was conducted through pre-tests, post-tests, and skill observations. Based on the activity evaluation recap, the participants’ average score increased from 61 in the pre-test to 85 in the post-test. Observation results also indicated improvements in speaking skills, presentation skills, self-confidence, and the application of professional meeting etiquette. These results suggest that English Communication and Meeting Etiquette training contributes positively to improving students’ professional communication skills in supporting high-quality and responsive public service.
English Communication and Meeting Etiquette Training to Enhance the Professionalism of Public Administration Students: Pelatihan English Communication dan Meeting Etiquette untuk Meningkatkan Profesionalisme Mahasiswa Administrasi Publik Yulia Wiji Astika; Teta Wismar; Iin Nirwana; Monalisa Monalisa
Room of Civil Society Development Vol. 5 No. 3 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.955

Abstract

Workplace developments and increasing demands for professionalism in public service require students to develop strong communication skills, including the ability to communicate in English and apply professional meeting etiquette. However, some students still face challenges in oral communication, self-confidence, and the application of communication etiquette in professional settings. This community service program aimed to enhance students’ capacity through English Communication and Meeting Etiquette training to support professionalism in public service. The program involved 30 Public Administration students and was implemented using an experiential learning approach through material delivery, meeting simulations, public service communication practice, mentoring, and evaluation. Evaluation was conducted through pre-tests, post-tests, and skill observations. Based on the activity evaluation recap, the participants’ average score increased from 61 in the pre-test to 85 in the post-test. Observation results also indicated improvements in speaking skills, presentation skills, self-confidence, and the application of professional meeting etiquette. These results suggest that English Communication and Meeting Etiquette training contributes positively to improving students’ professional communication skills in supporting high-quality and responsive public service.
The Impact of Augmented Reality (Assemblr Edu) on Descriptive Writing in an Indonesian EFL Curriculum: A Quasi-Experimental Study Nadilla Tiandi Maharani; Monalisa Monalisa; Iin Nirwana
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1515

Abstract

This study investigated the instructional impact of Augmented Reality (AR) integration through Assemblr Edu on junior high school students’ descriptive writing within the competency framework of Kurikulum Merdeka Phase D. A quasi-experimental design involving 56 seventh-grade students was implemented using a non-equivalent control group structure. Students’ writing performance was measured through analytic scoring of pre- and post-tests, and the data were analyzed using non-parametric statistics due to non-normal distribution. The Wilcoxon Signed-Rank Test indicated significant improvement within the AR-supported group with a large practical effect. Furthermore, the Mann–Whitney U test was conducted to compare post-test scores between groups, showing that although the difference was statistically meaningful, the conventionally taught group demonstrated a larger raw score gain, which should be interpreted in relation to baseline differences between groups. The contribution of this study lies in positioning AR not merely as a technological intervention but as a pedagogically mediated instructional tool. While earlier studies frequently emphasize motivational benefits, this research combines performance-based assessment with instructional design considerations. The findings suggest that AR supports idea generation and descriptive elaboration through visual scaffolding, yet its effectiveness depends on structured guidance, duration of exposure, and teacher facilitation. Overall, the results indicate that the influence of educational technology on writing development emerges primarily from pedagogical orchestration that structures the use of digital affordances within instructional practice.
Co-Authors Monalisa Monalisa Nadilla Tiandi Maharani Teta Wismar Yulia Wiji Astika