Articles
<![CDATA[USING LINEAR REGRESSION TO ANALYZE ECONOMICS CONTENT MASTERY AND LEARNER’S AUTONOMY TOWARDS ENGLISH WRITING COMPETENCE ]]>
<![CDATA[Paskalina Widiastuti Ratnaningsih]]>
<![CDATA[ JAMBI-ENGLISH LANGUAGE TEACHING Vol. 4 No. 1 (2019): Vol 4 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Jambi ]]>
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DOI: 10.22437/jelt.v4i1.7720
<![CDATA[English is used widely in education area. It is also used in higher education. Many universities put English in the curriculum. In industrial revolution 4.0., English has an important role. English for Economics is needed to prepare students to master business English and English as an international language. Writing is as the focus of English skill in this study. To support good English writing, Economics content mastery is needed before learning English. Learner’s autonomy in the process of writing is also needed for writing development. In this study, economics content mastery and learner’s autonomy were identified to perceive the effect on the competence in English writing. The method used was multiple linear regressions as there were two independent variables in this study. Closed-ended questionnaire was used as the instrument. The result from linear regression showed that there were partial effects and simultaneous effect of economics content mastery and learner’s autonomy towards English writing competence. It means that H1, H2, and H3 were accepted and Ho was rejected in which there were significant effects among the variables. It can be interpreted that economics content while studying English for Economics and learner’s autonomy in terms of independently learning English writing were significantly needed in order to enhance English writing competence. The practical implication from this study is the students do not only need to learn English, but also learn Economics content and develop independent learning for autonomy learning in the process of English for Economics learning activities. Keywords: Writing Competence, English, Economics Content, Learner’s Autonomy]]>
<![CDATA[English speaking activities for raising entrepreneurship awareness: EFL students’ view ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ English Learning Innovation Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/englie.v5i2.35084
<![CDATA[Speaking is as the part of English skills. Speaking English is important for communication. English is learned in the university level. Entrepreneurship study program students learn English to increase their English related to entrepreneurship. English is needed when they become an entrepreneur for communication. Speaking English well is also needed so that it can convey appropriate meaning. This study aims to discover students’ views on entrepreneurship awareness through speaking English. The method used was survey research. The respondents were students of entrepreneurship study program. The questionnaire consisted of closed-ended questions and open-ended questions. The finding of this research was students’ awareness of entrepreneurship increased in the process of speaking English. The students were motivated to start their businesses. They had mindset and attitude to be an entrepreneur. It was needed as the foundation to start business. Then, they became aware of SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis in starting their businesses. By analyzing SWOT, they became aware of the processes on how to start their businesses. Their speaking skill also increased along with the increase of their vocabulary, grammar, and pronunciation. Their vocabularies in entrepreneurship had increased. They could also use appropriate grammar in context and appropriate pronunciation. Their self-confident in speaking English also increased.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF STRUCTURE AND WRITTEN EXPRESSIONS COMPREHENSION IN TOEFL ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ NIVEDANA : Jurnal Komunikasi dan Bahasa Vol. 3 No. 2 (2022): NIVEDANA: Jurnal Komunikasi & Bahasa ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Buddha Negeri Raden Wijaya ]]>
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DOI: 10.53565/nivedana.v3i2.671
<![CDATA[English test is needed to measure students’ comprehension on the material. There are several types of English tests. One of English tests for international use is TOEFL. TOEFL is used by many individuals to measure their abilities of English. This study would like to analyze students’ perceptions of Structure and Written Expression skills that are difficult and moderate to be learned. This study used survey research. It was conducted in a university where the sample was semester 7 students. This study used questionnaire as the instrument. The result showed that most of the respondents understood the material. However, several skills which were conjunctions, connectors, present and past participles, adjective and adverb, adjective after linking verbs were mostly difficult to be learned.]]>
<![CDATA[STUDENTS’ PERCEPTIONS ON SMALL GROUP DISCUSSION AND WRITING SKILL IN ENGLISH CLASS ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v8i1.17792
<![CDATA[This study explores university students' views on using small group discussions to enhance writing skills. Writing is often considered a challenging skill because it requires the ability to organize ideas, construct sentences, and develop coherent paragraphs. Therefore, effective teaching methods are essential to help students improve their writing abilities. The study investigates the role of small group discussions in the writing learning process. Using a survey method, the researchers distributed questionnaires, and the data were analyzed using percentages for each statement. The findings show that students were motivated to learn English writing through small group discussions and that these discussions helped them better understand the writing process. This study contributes to the understanding of how small group discussions can support writing instruction, as previous research has mainly focused on their use in teaching speaking and reading skills.]]>
<![CDATA[Persepsi Mahasiswa Mengenai Pembelajaran Tatap Muka, E-Learning, dan Siakad ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ JURNAL PENDIDIKAN & PENGAJARAN (JUPE2) Vol. 2 No. 1 (2024): Januari 2024 ]]>
Publisher : <![CDATA[Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi ]]>
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DOI: 10.54832/jupe2.v2i1.272
<![CDATA[Pembelajaran beralih menjadi pembelajaran tatap muka setelah pandemi Covid 19. Terdapat peralihan dari pembelajaran daring ke pembelajaran tatap muka. Pembelajaran tatap muka juga diterapkan di universitas. E-learning dan Siakad digunakan di tingkat universitas. Penelitian ini bertujuan untuk menemukan persepsi mahasiswa mengenai pembelajaran tatap muka, E-learning dan Siakad. Metode penelitian ini adalah survei. Responden adalah mahasiswa. Hasil dari penelitian ini adalah responden lebih termotivasi dengan pembelajaran tatap muka karena mendapatkan penjelasan langsung dari dosen dan responden dapat berkomunikasi langsung dengan dosen dan mahasiswa. E-learning membantu mahasiswa mengakses materi pembelajaran. Siakad membantu mahasiswa untuk memantau kehadiran. Kata Kunci: E-learning, pembelajaran tatap muka, Siakad]]>
<![CDATA[Persepsi Mahasiswa Mengenai Metode Tanya Jawab dan Keaktifan di Kelas ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ JURNAL PENDIDIKAN & PENGAJARAN (JUPE2) Vol. 2 No. 2 (2024): Juli 2024 ]]>
Publisher : <![CDATA[Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi ]]>
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DOI: 10.54832/jupe2.v2i2.406
<![CDATA[Proses pembelajaran di kelas tidak terlepas dari metode pembelajaran yang digunakan di kelas. Metode pembelajaran yang tepat dapat meningkatkan pemahaman siswa akan materi yang telah diajarkan. Metode tanya jawab adalah salah satu metode pembelajaran yang digunakan untuk mengetahui tingkat pemahaman siswa melalui jawaban yang diberikan oleh siswa. Dengan menjawab pertanyaan, siswa juga menjadi lebih aktif di kelas saat kegiatan tanya jawab. Penelitian ini bertujuan untuk menemukan persepsi mahasiswa mengenai metode tanya jawab dan keaktifan mahasiswa di kelas. Penelitian ini menggunakan survei. Responden penelitian adalah mahasiswa di semester 2. Hasil dari penelitian ini adalah keaktifan mahasiswa meningkat dengan kegiatan tanya jawab. Mahasiswa juga menjadi lebih bersemangat dalam belajar, meningkatkan pengetahuan akan materi yang telah diajarkan, dan semakin percaya diri dalam menjawab setiap pertanyaan yang diberikan, serta pembelajaran lebih interaktif. Kata Kunci: keaktifan, mahasiswa, métode, tanya jawab]]>
<![CDATA[Pelatihan Simple Past Tense dengan Penulisan Recount Text di SMA Dharma Bakti 3 Kota Jambi ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ TEKNOVOKASI : Jurnal Pengabdian Masyarakat Volume 2: Issue 1 (January 2024) ]]>
Publisher : <![CDATA[Jurusan Teknik Informatika dan Komputer ]]>
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DOI: 10.59562/teknovokasi.v2i1.1426
<![CDATA[Bahasa Inggris digunakan untuk berkomunikasi secara global. Penguasaan bahasa Inggris sangatlah diperlukan baik aktif maupun pasif. Salah satu keterampilan bahasa Inggris yang penting adalah tenses. Simple Past Tense menjadi salah satu tenses yang sulit dipelajari karena penggunaan kata kerja beraturan dan tidak beraturan. Selain tenses, penguasaan penulisan teks diperlukan. Recount Text digunakan untuk menuliskan kegiatan di masa lampau. Penulisan recount text dengan menggunakan Simple Past Tense. Kegiatan ini bertujuan untuk memberikan pelatihan Simple Past Tense dan penulisan Recount text. Metode dari kegiatan pengabdian masyarakat ini adalah dengan pelatihan. Hasil dari kegiatan pelatihan ini adalah peserta pelatihan dapat memahami dengan baik mengenai Simple Past Tense dengan membuat kalimat Simple Past Tense dengan tepat. Evaluasi dilaksanakan dengan membagikan kuesioner setelah pelatihan. Peserta pelatihan juga memahami penulisan recount text beserta tahapan penulisan yang tepat. Kegiatan pelatihan selanjutnya dapat berfokus pada pelatihan tenses dan jenis teks yang lain.]]>
<![CDATA[A Training on TOEFL Strategies to Enhance Teachers’ Career for English Teacher Forum in Jambi City ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>;
<![CDATA[Masgo]]>;
<![CDATA[Syafri, Rista Aldilla]]>;
<![CDATA[Mery]]>;
<![CDATA[Prasasti, Laura]]>
<![CDATA[ International Journal of Asia Pacific Community Service Vol. 2 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Kristen Cipta Wacana ]]>
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DOI: 10.71131/yzskyy66
<![CDATA[This study aims to give training on TOEFL strategies for English teachers in English Teacher Forum (MGMP). The training is given for English Teacher Forum of junior high school in Jambi city. The training on TOEFL strategies is needed to enhance teachers’ career. This study used training and survey approach. The training was related to the strategies of taking the TOEFL test. It includes the strategies of Listening, Structure, and Reading in TOEFL. The survey used questionnaire to discover participants’ perceptions of the training. The results showed that the training was beneficial for the English teachers of junior high school in English Teacher Forum. They were able to understand TOEFL strategies. For further study, it is recommended to conduct another training of TOEFL with deeper understanding. Hence, it can enhance more knowledge on TOEFL.]]>
<![CDATA[STUDENTS’ PERCEPTIONS ON REPEATED READING AND READING FLUENCY IN ENGLISH CLASS ]]>
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>
<![CDATA[ Al-Irsyad: Journal of Education Science Vol 4 No 2 (2025): Juli 2025 ]]>
Publisher : <![CDATA[Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang ]]>
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DOI: 10.58917/aijes.v4i2.383
<![CDATA[As one of the main skills in English, reading is needed for the students. By having reading fluency, students can comprehend reading passage. In order to be fluent in reading, it is needed to have frequent practices. Repeated reading is as the main technique to have reading fluency. The students practice reading passages several times. The aim of this study is to discover students’ reading fluency through repeated reading. This study was a survey research. This study used a questionnaire consisting of closed-ended questionnaire and open-ended questionnaire. The results of this study were students got more fluent in reading by having several practices on repeated reading. The students read accurately the words and sentences in English with correct intonation. They also became more fluent in the pronunciation. While having repeated reading, the students improved vocabularies and understood the meaning of the words. Their comprehension of reading also increased.]]>
<![CDATA[Pelatihan Kepemimpinan Bidang Ketrampilan Public Speaking dan Penyusunan Program Kerja Kebidelan Seminari Palembang T.A. 2017/2018 ]]>
<![CDATA[Clara, Catharina]]>;
<![CDATA[Inharjanto, Anselmus]]>;
<![CDATA[Ratnaningsih, Paskalina Widiastuti]]>;
<![CDATA[Leovani, Ega]]>;
<![CDATA[Irzawati, Ira]]>
<![CDATA[ Prosiding University Research Colloquium Proceeding of The 7th University Research Colloquium 2018: Bidang Pendidikan, Humaniora dan Agama ]]>
Publisher : <![CDATA[Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY ]]>
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<![CDATA[Student organization is part of the formation at St. Paul’s MinorSeminary in Palembang, South Sumatra. Seminary’s new studentorganization committee has been assigned with various tasks related tothe vision of 4Ss (i.e. Sanctitas or Sanctity, Sanitas or Health, Scientiaor Science, and Socialitas or Communal Life). The aim of thisleadership training of public speaking skills and work programmeplanning for internal student organization of St. Paul Minor Seminary,Palembang in academic year 2017/2018 is to increase leadershipability of Seminary students (or seminarians) especially in selfmanagementand as internal student organisation committee bothpublic speaking and work programme planning. The methods usedwere lecture and group practice. This activity was conducted in twodays. The first day activities were discussing basic leadershipmanagement and public speaking continued with group practice. Thesecond day activity was introduction to work program planningcontinued with real practice in groups. The analysis result ofquestionnaire reveals that the respondents’ opinions dealing withtraining activities in leadership, self-management, public speaking,and work programme planning demonstrate that the average score isin the agree and strongly agree scales. This fact indicates that theactivity is beneficial for the seminarians. It facilitates the seminariansto improve their abilities related to leadership, public speaking andwork programme planning.]]>
