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All Journal LearnING Online Journal International Journal of Language Teaching and Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Jurnal Ilmiah Dikdaya Scope: Journal of English Language Teaching Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal Of Human And Education (JAHE) Journal of Educational Sciences Jurnal Karya Abdi Masyarakat Langue
Nyimas Triyana Safitri
Universitas Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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THE NEEDS OF LANGUAGE ASSESSMENT TO FOSTER STUDENT LEARNING OF ENGLISH AS A SECOND LANGUAGE Safitri, Nyimas Triyana
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

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Abstract

The assessment of students’ skills of ESL has become a fundamental aspect of teaching and learning language at schools level. It can be seen as the process of collecting the information about students to help language teachers in decision making about students’ progress and language development. In ESL instructional context, assessment practice essentially focuses on the process of making efforts and contributions for students to improve language learning outcomes. To achieve this goal, it is expected that language teachers should have literacy in assessment concepts, knowledge or skills and strategies to assist students to achieve the higher level of language learning performance and achievement. This is also an essential aspect of developing students’ language competences in relation to acquire and learn English as a second language that involves the way language teachers evaluate students’ performance in learning ESL and  language aspects that needed to be assessed. Hence, ESL assessment practice should be implemented as a continous evaluation in assisting language teacher to provide students with a better understanding on language learning.
THE NEEDS OF LANGUAGE ASSESSMENT TO FOSTER STUDENT LEARNING OF ENGLISH AS A SECOND LANGUAGE Safitri, Nyimas Triyana
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (8.878 KB)

Abstract

The assessment of students’ skills of ESL has become a fundamental aspect of teaching and learning language at schools level. It can be seen as the process of collecting the information about students to help language teachers in decision making about students’ progress and language development. In ESL instructional context, assessment practice essentially focuses on the process of making efforts and contributions for students to improve language learning outcomes. To achieve this goal, it is expected that language teachers should have literacy in assessment concepts, knowledge or skills and strategies to assist students to achieve the higher level of language learning performance and achievement. This is also an essential aspect of developing students’ language competences in relation to acquire and learn English as a second language that involves the way language teachers evaluate students’ performance in learning ESL and  language aspects that needed to be assessed. Hence, ESL assessment practice should be implemented as a continous evaluation in assisting language teacher to provide students with a better understanding on language learning.
THE NEEDS OF LANGUAGE ASSESSMENT TO FOSTER STUDENT LEARNING OF ENGLISH AS A SECOND LANGUAGE Safitri, Nyimas Triyana
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The assessment of students’ skills of ESL has become a fundamental aspect of teaching and learning language at schools level. It can be seen as the process of collecting the information about students to help language teachers in decision making about students’ progress and language development. In ESL instructional context, assessment practice essentially focuses on the process of making efforts and contributions for students to improve language learning outcomes. To achieve this goal, it is expected that language teachers should have literacy in assessment concepts, knowledge or skills and strategies to assist students to achieve the higher level of language learning performance and achievement. This is also an essential aspect of developing students’ language competences in relation to acquire and learn English as a second language that involves the way language teachers evaluate students’ performance in learning ESL and  language aspects that needed to be assessed. Hence, ESL assessment practice should be implemented as a continous evaluation in assisting language teacher to provide students with a better understanding on language learning.
Note-taking untuk melatih keterampilan belajar siswa sekolah Madrasah Aliyah Melati, Melati; Mardiah, Radiatan; Safitri, Nyimas Triyana; Arif, Nely; Ulfiati, Lilik
Jurnal Anugerah Vol 6 No 1 (2024): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/anugerah.v6i1.6457

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk melatih siswa kelas XI Sekolah Menengah Atas Swasta Al-Mahdaliyah Kota Jambi dalam melakukan note-taking secara konvensional dan digital. Note- taking konvensional berarti mencatat menggunakan kertas dan pena, sedangkan note-taking digital adalah mencatat dengan menggunakan aplikasi pada gawai. Dengan memberikan pelatihan keterampilan note-taking yang efektif diharapkan dapat membantu siswa mengembangkan keterampilan mencatat untuk meningkatkan kinerja akademik mereka, tidak mudah lupa pada pelajaran, dan mengembangkan critical thinking (karena bisa menganalisis informasi dan mengaplikasikannya dalam buku catatan). Selain itu, siswa bisa berlatih mengembangkan teknik note-taking mereka sendiri agar menjadi lebih efektif. Metode yang diberikan dalam kegiatan PkM adalah pelatihan, modelling, dan tindak lanjut berupa pengimplementasian note-taking dalam pembelajaran. Kemudian, angket refleksi kegiatan diisi siswa setelah pemberian materi dan praktik. Hasil analisis kualitatif pada data angket tersebut menunjukkan bahwa siswa memilik persepsi yang positif terhadap materi pelatihan note-taking dan mulai mengenal teknik note-taking secara digital. Mayoritas siswa mengatakan akan menggunakan teknik yang diajarkan untuk membuat catatan dalam pembelajaran yang mereka lakukan.
Self-Directed Learning Sebagai Alternatif Pendekatan Belajar di Masa Pandemi Covid-19 di SMPN 1 Merangin Melati, Melati; Mardiah, Radiatan; Safitri, Nyimas Triyana; Thabran, Yulhenli
Jurnal Karya Abdi Masyarakat Vol. 5 No. 3 (2021): Jurnal Karya Abdi Masyarakat
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.491 KB) | DOI: 10.22437/jkam.v5i3.16209

Abstract

Pandemi covid-19 telah mengubah proses pembelajaran baik pada sisi belajar siswa ataupun sisi mengajar guru. Hal ini dikarenakan mayoritas belajar dilakukan dengan moda online atau dalam jaringan (daring). Siswa dituntut agar lebih bertanggung jawab pada proses belajarnya karena ketiadaan guru disamping mereka walau mereka tetap diberi penjelasan dan tugas secara daring agar tetap termonitor proses belajarnya. Guru dituntut agar menguasai pendekatan pembelajaran yang sesuai dengan perubahan yang terjadi, satu diantaranya adalah pendekatan pembelajaran self-directed learning. Berdasarkan hal tersebut, kegiatan Pengabdian Kepada Masyarakat (PPM) FKIP Universitas Jambi telah dilaksanakan dengan tujuan untuk memberi pelatihan dan pemahaman mengenai pendekatan belajar Self-Directed Learning (SDL) kepada guru SMPN 1 Merangin. Dengan teknik penjelasan, pemberian contoh dan modelling, dan diakhiri dengan sesi tanya jawab, kegiatan pelatihan ini telah terlaksana dengan baik. Tindak lanjut dan refleksi dari peserta juga telah didapatkan melalui angket yang disebar melalui google form. Secara umum guru-guru peserta pelatihan telah mengerti konsep dasar dan karakteristik SDL. Dengan pemahaman tersebut mereka diharapkan bisa memaksimalkan potensi penerapan SDL dalam kegiatan belajar mengajar nantinya.
English Skills for Non-English Major Students: A Need Analysis Survey at a University in Jambi Failasofah, Failasofah; Safitri, Nyimas Triyana; Anastasia, Indri; Armiwati, Armiwati; Safitri, Angelina Bella
Jurnal Ilmiah Dikdaya Vol 15, No 1 (2025): April
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/dikdaya.v15i1.806

Abstract

This study aims to identify and find out the English needs of Non-English Major (NEM) students at the Faculty of Teacher Training and Education (FKIP), Jambi University. Needs analysis in English learning focuses on targets (target needs) and learning needs (learning needs). This is intended to achieve more effective and comprehensive English learning that is truly in accordance with the needs and fields of science of the students. It is also expected that English learning can facilitate students to easily communicate with the fields of science they are studying and master English for learners with specific goals. This study involved around 400 students in the odd academic year 2024/2025 FKIP, Jambi University. The exploratory survey technique used for data collection was to conduct a questionnaire. The technique of analyzing data using Analysis Descriptive Statistics. The results of the study are expected to be the right reference and reference for designing and developing learning tools, especially in the English Course for NEM Students at FKIP, Jambi University.
Usaha Peningkatan Kemandirian Belajar Siswa Madrasah Tsanawiyah Melalui Studi Kasus dan Refleksi Pembelajaran Melati, Melati; Ulfiati, Lilik; Mardiah, Radiatan; Anastasia, Indri; Safitri, Nyimas Triyana
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 5 No. 2 (2024): Vol. 5 No. 2 (2024)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v5i2.38133

Abstract

Kemandirian belajar merupakan salah satu faktor penentu keberhasilan belajar karena karakter pelajar mandiri yang mencakup inisiatif, tanggung jawab, pemecahan masalah, percaya diri, dan kontrol diri, berperan penting dalam proses pencapaian keberhasilan tersebut. Namun, berdasarkan hasil identifikasi masalah, guru mengatakan siswa Madrasah Tsanawiyah Muhammadiyah Kota Jambi masih memiliki motivasi belajar yang belum tinggi karena latar siswa yang berasal dari keluarga ekonomi menengah ke bawah dan juga berasal dari anak-anak panti asuhan, dimana hal ini berdampak pada realisasi kemandirian belajar mereka. Maka, tujuan kegiatan Pengabdian kepada Masyarakat (PkM) ini adalah untuk meningkatkan kesadaran siswa akan pentingnya kemandirian belajar. Tahapan pelaksanaan pengabdian adalah pemberian pelatihan dalam bentuk ceramah, mengerjakan studi kasus, pemberian umpan balik, dan diakhiri dengan melakukan refleksi pembelajaran. Pada sesi ceramah dan diskusi, siswa diberikan materi mengenai mandiri belajar sebagai upaya untuk menguasai keterampilan ini, diikuti dengan analisis studi kasus tentang kemandirian belajar oleh siswa. Kemudian, dilakukan pemberian umpan balik terhadap pengerjaan studi kasus tersebut dan juga siswa melakukan refleksi terhadap proses belajar mereka selama ini. Dari rangkaian aktifitas ini, siswa berhasil mengerjakan studi kasus mengenai kemandirian belajar dan melakukan refleksi diri terhadap praktek belajar mereka. Diharapkan aktifitas belajar di kelas terus mengintegrasikan kompetensi sikap beserta penilaian yang sesuai agar siswa dapat terlatih secara terus menerus untuk menguasai sikap-sikap belajar yang koheren dan mendukung proses belajar mereka.
English Teachers Vs. Non-English Teachers' Voices On University Students' Intercultural Awareness Skills Melati, Melati; Ulfiati, Lilik; Triyana Safitri, Nyimas
International Journal of Language Teaching and Education Vol. 7 No. 1 (2023): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v7i1.20508

Abstract

This paper describes the perspectives of English teachers and non-English teachers in a university setting about students’ Intercultural Communication skills in the context of English as a foreign language (here after, EFL) in Indonesia. This is analyzed through both English and non-English teachers’ viewpoints regarding their perceptions of Intercultural Communication skills of attitudes, knowledge of social groups and their products and practices in one’s own and in one’s interlocutor’s country, interpreting document or event from another culture, acquiring new knowledge of a culture, cultural practices, operating knowledge, attitudes, skills, and evaluating critically on the basis of explicit criteria perspectives, practices, or products in one’s own and other culture. In this study, eight English teachers and six non-English teachers in a university, Indonesia were involved. From the Focus Group Discussion, this study proved that Intercultural Communication is essential competences in learning English, both from English and non-English teachers viewpoints. The present study is expected to provide comprehensive analysis of what activities or experiences of teaching Intercultural Awareness in EFL environment can be achieved by the students.
Feedback on Reading and Writing: Exploring Students’ Experience and Preferences Mardiah, Radiatan; Melati; Ulfiati, Lilik; Safitri, Nyimas Triyana
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.38471

Abstract

Feedback plays a crucial role in achieving learning objectives. This study explores students’ experience and preferences in feedback provision and its implications on reading and writing instruction. This study applied a qualitative research design with a case study method. The participants were ten fifth-semester students of the 2023/2024 academic year of the English education study program at a public university in Jambi, Indonesia. A focus group discussion with the students was used to explore their experiences and preferences, supported by the data from the learning management system (LMS) of the university. Furthermore, the data were analysed using thematic analysis. The findings revealed that feedback was provided by lecturers and peers, both in online and offline modes. The peers provided more informal feedback, and lecturers provided more detailed and natural feedback on the students’ reading and writing exercises. While students appreciated peer feedback, they also felt uncertain when they received feedback from peers. In addition, the students preferred face-to-face direct constructive feedback, which can help them increase self-awareness and understand more details. However, being loaded with other teaching tasks and academic activities on campus, lecturers could not fully meet this particular preference.  Thus, as the pedagogical implication, multimodal feedback which is personalized to enable students to feed forward in their own individual learning journeys should be used.
Unveiling Student Experiences with Project Based Learning (PjBL): Insights from Jambi University Tersta, Friscilla Wulan; Berliana, Winny; Safitri, Nyimas Triyana; Anastasia, Indri
SCOPE: Journal of English Language Teaching Vol 8, No 2 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v8i2.22344

Abstract

The purpose of this research is to find out the perceptions of students towards Project Based Learning (PjBL)-based learning at one of study program in Jambi University which has been implemented for approximately 2 years. This research used a type of qualitative research with a case study. Data collection techniques used by researchers consist of observation, interview and documentation techniques. There are six themes emerged in this research: Learning experiences, Long-term Memory Retention, Student Creativity Enhancement, Time Intensiveness, Leadership Development and Responsibility, Flexibility in Learning. It is suggested that further research and exploration be conducted to address the challenges and preferences identified by students and lecturers regarding PjBL.
Co-Authors Anastasia, Indri Armiwati, Armiwati Astuti, Umi Berliana, Winny Dedi Kurniawan Duti Volya Friscilla Wulan Tersta Hadiyanto Hadiyanto Indri Anastasia Mardiah, Radiatan Mayasari Mayasari, Mayasari Melati Melati Mukhlash Abrar Nely Arif Norawati, Rosinta Raninsah, Rezeki Safitri, Angelina Bella Tersta, Friscilla Wulan Ulfiati, Lilik Yulhenli Thabran