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<![CDATA[Self-Reflection Model for English Teachers to Improve Teaching Competences ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
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DOI: 10.24071/ijels.v1i2.346
<![CDATA[Reflection is an integral part of evaluation. It explores human being‟s experiences of whathave been done. The aim of this research is to discover the conceptual model andtheempirical model of self-reflection model for English teachers. It is hoped that the Englishteachers be more efficient in teaching.Reflection is alsoable to dig out the transcendentmeaning of human experience. As a teacher, reflection is used in order to look back at theexperience in teaching in order to have better teaching for self-actualization. The teachersbecome aware of their experiences and do self-reflection. This project focuses on researchand development. The research results are the conceptual model adapted from two existingmodels and the empirical model of teacher‟s self reflection which provides criteria ofteaching competences. They are pedagogy, personality, social, and professional competencesto reflect and integrated in 2013 curriculum. 2013 curriculum is used since it is the newestformal basis for teaching and learning. The teachers reflect their lived experience of thosecompetences for self-improvement and make progress of their teaching.Keywords: reflection, efficiency, self-actualization, English teachers, teaching competences,2013 Curriculum, self-improvement]]>
<![CDATA[PENDAMPINGAN PEMBELAJARAN JARAK JAUH DAN PELATIHAN GOOGLE CLASSROOM PADA MATERI PARAGRAPH WRITING ]]>
<![CDATA[Pranoto, Yohanes Heri]]>;
<![CDATA[Inharjanto, Anselmus]]>;
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>;
<![CDATA[Clara, Catharina]]>;
<![CDATA[Leovani, Ega]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 5, No 3 (2021): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v5i3.4564
<![CDATA[Abstrak: Pembelajaran jarak jauh (PJJ) selama pandemi telah mendapatkan banyak evaluasi dari setiap institusi atau satuan pendidikan. Seperti kebanyakan sekolah, Seminari Menengah Santo Paulus Palembang sebagai dormitory school juga mengalami tantangan dalam menjalankan pembelajaran dengan tetap mengutamakan mutu. Satu kebijakan yang diambil adalah program seminaris diaspora - siswa tinggal di paroki asal mereka atau unit pastoral terdekat dengan tempat tinggal mereka. Selama program diaspora, seminaris tetap mendapatkan materi belajar dan pendampingan rohani yang memadahi dan berkesinambungan, baik dari pamong seminari maupun pastor paroki tempat mereka tinggal. Melalui program ini, siswa mendapatkan pendampingan tentang self-management selama pembelajaran jarak jauh dan bagaimana penggunaan media google classroom dalam proses pembelajaran secara umum dan dalam English writing secara khusus. Kegiatan dilakukan dengan metode workshop, pendampingan, dan praktik. Instrumen yang digunakan adalah kuesioner dan tes. Peserta kegiatan adalah siswa kelas akhir (rethorica) yang berjumlah 37 orang yang diselenggarakan pada bulan Juli – September 2020. Umpan balik dari peserta memberikan gambaran bahwa 2 materi tersebut dapat diterima oleh siswa dan aplikasi google classroom pada kegiatan writing dapat berjalan dengan lancar. Hal tersebut dapat dilihat dari hasil kuesioner dan hasil tes English writing peserta. Abstract: The distance learning during the pandemic has been assessed by many educational institutions. St. Paul Minor Seminary, like other schools, also has been challenged in carrying out learning while still prioritizing the quality. One of the policies taken is the diaspora seminarian program – the students live in their home parishes or pastoral units closest to their place of residence. During the diaspora program, seminarians still get adequate and sustainable learning materials and spiritual assistance. For the success of this program and through this program, students will receive assistance on self-management during distance learning and how to use google classroom media in the learning process in general and in English writing specifically. The program was carried out by lecturing, mentoring, and practicing. The instruments used were questionnaires and tests. Participants in the activity are 37 final class students held in July - September 2020. By the end, feedbacks from participants gave the emphasis that the 2 materials were accepted by students and the google classroom application in writing activities could run with smooth. This can be seen from the results of the questionnaire and the results of the participants' English writing tests.]]>
<![CDATA[PENDAMPINGAN PEMBELAJARAN JARAK JAUH DAN PELATIHAN GOOGLE CLASSROOM PADA MATERI PARAGRAPH WRITING ]]>
<![CDATA[Pranoto, Yohanes Heri]]>;
<![CDATA[Inharjanto, Anselmus]]>;
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>;
<![CDATA[Clara, Catharina]]>;
<![CDATA[Leovani, Ega]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 5, No 3 (2021): Juni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v5i3.4999
<![CDATA[Abstrak: Pembelajaran jarak jauh (PJJ) selama pandemi telah mendapatkan banyak evaluasi dari setiap institusi atau satuan pendidikan. Seperti kebanyakan sekolah, Seminari Menengah Santo Paulus Palembang sebagai dormitory school juga mengalami tantangan dalam menjalankan pembelajaran dengan tetap mengutamakan mutu. Satu kebijakan yang diambil adalah program seminaris diaspora - siswa tinggal di paroki asal mereka atau unit pastoral terdekat dengan tempat tinggal mereka. Selama program diaspora, seminaris tetap mendapatkan materi belajar dan pendampingan rohani yang memadahi dan berkesinambungan, baik dari pamong seminari maupun pastor paroki tempat mereka tinggal. Melalui program ini, siswa mendapatkan pendampingan tentang self-management selama pembelajaran jarak jauh dan bagaimana penggunaan media google classroom dalam proses pembelajaran secara umum dan dalam English writing secara khusus. Kegiatan dilakukan dengan metode workshop, pendampingan, dan praktik. Instrumen yang digunakan adalah kuesioner dan tes. Peserta kegiatan adalah siswa kelas akhir (rethorica) yang berjumlah 37 orang yang diselenggarakan pada bulan Juli – September 2020. Umpan balik dari peserta memberikan gambaran bahwa 2 materi tersebut dapat diterima oleh siswa dan aplikasi google classroom pada kegiatan writing dapat berjalan dengan lancar. Hal tersebut dapat dilihat dari hasil kuesioner dan hasil tes English writing peserta. Abstract: The distance learning during the pandemic has been assessed by many educational institutions. St. Paul Minor Seminary, like other schools, also has been challenged in carrying out learning while still prioritizing the quality. One of the policies taken is the diaspora seminarian program – the students live in their home parishes or pastoral units closest to their place of residence. During the diaspora program, seminarians still get adequate and sustainable learning materials and spiritual assistance. For the success of this program and through this program, students will receive assistance on self-management during distance learning and how to use google classroom media in the learning process in general and in English writing specifically. The program was carried out by lecturing, mentoring, and practicing. The instruments used were questionnaires and tests. Participants in the activity are 37 final class students held in July - September 2020. By the end, feedbacks from participants gave the emphasis that the 2 materials were accepted by students and the google classroom application in writing activities could run with smooth. This can be seen from the results of the questionnaire and the results of the participants' English writing tests.]]>
<![CDATA[Analisis Model Pembelajaran Pada Kelas E-Learning ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>;
<![CDATA[Ria Triayomi]]>
<![CDATA[ Equilibrium: Jurnal Pendidikan Vol 9, No 1 (2021): EQUILIBRIUM JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/equilibrium.v9i1.4421
<![CDATA[Pembelajaran E-learning menjadi platform yang digunakan selama pandemi Covid 19. Pengajar mengawasi yang tepat selama E-learning. E-learning merupakan salah satu bentuk model pembelajaran yang difasilitasi dan didukung pemanfaatan teknologi informasi dan komunikasi. Dosen dan mahasiswa di lingkup universitas juga berfokus pada E-learning. Penelitian ini bertujuan untuk menganalisis penyampaian materi pembelajaran, tugas, metode pembelajaran, dan media yang digunakan dalam pembelajaran E-learning. Penelitian ini menggunakan metode survei. Instrumen pada penelitian ini yaitu kuesioner dan wawancara. Hasil dari kuesioner dan wawancara dapat menyatakan bahwa materi pembelajaran lebih banyak disampaikan dengan Google Meet atau Zoom dan materi disampaikan dengan baik. Responden juga mencari pengetahuan secara mandiri di internet. Pada tugas pembelajaran dapat dipercaya bahwa terdapat banyak tugas pada pembelajaran E-learning, namun tugas yang diberikan memperdalam pengetahuan yang sudah ada. Pada metode pembelajaran E-learning dapat menyatakan bahwa metode yang digunakan lebih banyak dengan ceramah, diskusi, dan tugas. Tersedia pula metode masalah masalah dan menemukan secara mandiri yang digunakan dalam pembelajaran. Pada media pembelajaran E-learning yang digunakan, terdapat beragam media yang digunakan dimana sebagian besar menggunakan sistem manajemen pembelajaran universitas yaitu Lumen dan konferensi virtual seperti Google Meet atau Zoom. Faktor yang mendukung implementasi e-learning adalah mahasiswa maupun dosen sudah cukup melek informasi digital. Media internet yang sedemikian berdaya guna optimal untuk mendukung sistem tersebut.]]>
<![CDATA[Self-Reflection Model for English Teachers to Improve Teaching Competences ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>
<![CDATA[ Indonesian Journal of English Language Studies (IJELS) Vol 1, No 2 (2015): September 2015 ]]>
Publisher : <![CDATA[Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy ]]>
Show Abstract
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DOI: 10.24071/ijels.v1i2.346
<![CDATA[Reflection is an integral part of evaluation. It explores human being?s experiences of whathave been done. The aim of this research is to discover the conceptual model andtheempirical model of self-reflection model for English teachers. It is hoped that the Englishteachers be more efficient in teaching.Reflection is alsoable to dig out the transcendentmeaning of human experience. As a teacher, reflection is used in order to look back at theexperience in teaching in order to have better teaching for self-actualization. The teachersbecome aware of their experiences and do self-reflection. This project focuses on researchand development. The research results are the conceptual model adapted from two existingmodels and the empirical model of teacher?s self reflection which provides criteria ofteaching competences. They are pedagogy, personality, social, and professional competencesto reflect and integrated in 2013 curriculum. 2013 curriculum is used since it is the newestformal basis for teaching and learning. The teachers reflect their lived experience of thosecompetences for self-improvement and make progress of their teaching.Keywords: reflection, efficiency, self-actualization, English teachers, teaching competences,2013 Curriculum, self-improvement]]>
<![CDATA[The Use of Google Classroom Application for Writing and Speaking in English Education Class ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>
<![CDATA[ Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 5 No. 1 (2019): July ]]>
Publisher : <![CDATA[Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia ]]>
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<![CDATA[The development of application in smartphone makes people use it in the process of teaching and learning activities. This research aims to discover students’ lived experience of using Google Classroom application as the media for submitting English assignments in the form of writing and speaking. The method used in this research was hermeneutic-phenomenology study. It focuses on description and interpretation of lived experience. The instruments used are in-depth interview, observation, and document review. The findings are distributed into empirical themes and transcendent themes. Based on the research, Google Classroom enhances writing and speaking skills in the form of assignments.]]>
<![CDATA[Persepsi Mahasiswa mengenai Pembelajaran melalui Tugas pada Pembelajaran Tatap Muka Terbatas ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>
<![CDATA[ JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Vol 6, No 1 (2022): Januari (JIKAP PGSD) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/jkp.v6i1.29842
<![CDATA[This study is aimed to find students’ perceptions on learning by giving assignment in limited face-to-face learning. In this pandemic time, teaching-learning activity is conducted limited and follows health protocol. One of the teaching-learning activities in the class is by giving assignment. Assignment in this teaching-learning activity is in the English teaching-learning activity context. By giving various kinds of assignments during teaching-learning activities, the researcher will explore more about students’ perceptions. The method used in this research is survey. The research result was the students more understood in doing the assignment when they attended the limited face-to-face learning. Students could also more be able to speak English and wrote in English well based on the assignment given.]]>
<![CDATA[THE EFFECT OF VOCABULARY TOWARDS WRITING SKILL WITH READING SKILL AS MODERATING EFFECT ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>;
<![CDATA[Catharina Clara]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 6, No 2: August 2021 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v6i2.13670
<![CDATA[Vocabulary is one of the English components that need to be mastered for acquiring writing and reading. Writing needs various vocabularies to build different sentences. Reading needs understanding of different meaning of vocabularies based on the context in the sentence. Hence, vocabulary is important in English language learning to support writing and reading. Regarding the importance of vocabulary, writing, and reading, the aim of this research is to test the effect of vocabulary mastery towards writing ability in English. It is also to test moderating effect of reading ability in strengthening or weakening the relation. This study used moderated regression analysis (MRA). Then, this research used the test as research instrument. The instruments had been valid and also reliable. Classical assumption tests were used before the research analysis. The samples were Management students of semester four and six. Descriptive analysis towards each variable is used to know students’ ability in English. To analyze the effect of independent variables towards dependent variable, it used linear regression analysis. To analyze moderating effect, it used moderating regression analysis. From this research result, it was proved that vocabulary had positive significant effect towards writing skill. Reading skill moderated the relation of vocabulary towards writing skill. Further research can focus on experimental research of vocabulary, writing, and reading.]]>
<![CDATA[A Descriptive Case Study of Using Line Application for Learning Writing ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>
<![CDATA[ EDUVELOP Vol 1 No 2 (2018): EDUVELOP (Journal of English Education and Development) ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
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DOI: 10.31605/eduvelop.v1i2.26
<![CDATA[Abstract Writing as part of English skills is highly concerned in the present days. The development of technology influences the use of media for teaching-learning activities. This paper aims at discovering students’ learning in English writing by using Line application as the media for learning. As one of the applications in the smartphone, Line application can be used in the teaching-learning activities. A task-based instruction is applied in the study. The method of study is case-study. The data were gathered with observation, interview, and document review. Holistic analysis was conducted after getting the data. The research result is writtten in descriptive. The description is divided into major themes. The themes are mainly in the scope of the use of technology for writing. Keywords: case study, line application, writing, task-based instruction]]>
<![CDATA[Pelatihan Wawancara Kerja dalam Bahasa Inggris bagi Siswa-Siswi Kelas XI SMK Dharma Bakti 4 Jambi ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>
<![CDATA[ Jurnal Pengabdian Masyarakat PGSD Vol 1, No 2 (2021): Jurnal Pengabdian Masyarakat PGSD ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/jpm.v1i2.37298
<![CDATA[The aim of this community service is for vocational high school students to be able to speak English fluently in a job interview. Vocational high school students are prepared to be able to work directly after graduating so that job interview training is needed to prepare the students in the working area. Besides using Indonesian, job interview uses English in this era. Hence, the ability to a job interview in English is needed. The method in community service is by giving job interview training in English to students. There are two results in this community service. The first is training activity is started with several steps until the students can practice job interviews in English. The second is a job interview in English is beneficial for the students. The students are able to know the vocabulary and practice pronouncing it well for a job interview in English. The students are able to speak in English for a job interview. This community service training is important for preparing vocational high school students to work.]]>
