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p-Index From 2020 - 2025
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All Journal Journal of Communication, Religious, and Social Sciences (JoCRSS)
Wulan, Cening Ayu
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Religion Languange, Linguistic, Communication & Media Social Sciences Other

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Enhancing Speaking Skills: Participatory Communication Strategies for Non-Language Lecturers Saputri, Vike Aprilianin Marwintaria; Ajat, Ajat; Widiyanto, Widiyanto; Gautama, Sidartha Adi; Paramita, Santi; Wulan, Cening Ayu
Journal of Communication, Religious, and Social Sciences (JoCRSS) Vol. 2 No. 2 (2024): JOCRSS December 2024
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/jocrss.v2i2.153

Abstract

In the era of globalization, effective communication skills have become increasingly crucial for educators, particularly those in non-language departments. This study investigates the impact of a Participatory Communication Approach on improving English speaking skills among lecturers from non-language departments at Jinarakkhita Buddhist College of Lampung. The research addresses the significant challenges faced by these lecturers, including linguistic difficulties, lack of confidence, and limited speaking practice opportunities. Employing a quantitative research design with a pretest-posttest experimental group approach, the study involved 20 lecturers (10 males, 11 females) from Buddhist Communication Science, Buddhist Education, and Buddhist Business and Management departments. The research was conducted from February 20th to April 20th, 2024, using Madsen's speaking skill rubric to assess participants' performance across five key dimensions: comprehension, pronunciation, grammar, vocabulary, and speech speed. The findings revealed a significant improvement in lecturers' speaking skills which is representing a 13.5% enhancement. The study concludes that this approach provides a supportive, collaborative learning environment that helps non-language lecturers overcome communication barriers. By promoting active engagement, peer feedback, and interactive learning, institutions can effectively develop lecturers' English-speaking skills, ultimately improving educational quality and global academic interactions.
The Influence of Right Speech (Samma Vaca) on the Communication Ethics of Buddhist Students on Social Media Paramita, Santi; Wulan, Cening Ayu; Widiyanto, Widiyanto; Saputri, Vike Aprilianin Marwintaria; Avitasari, Iin; Yudhawati, Ine
Journal of Communication, Religious, and Social Sciences (JoCRSS) Vol. 3 No. 1 (2025): JOCRSS June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/jocrss.v3i1.217

Abstract

This study aims to examine the influence of correct speech (Sammā Vācā) a key principle in Buddhist ethics on the communication behavior of Buddhist students in Lampung. Using a quantitative approach with a survey method, data were collected from 98 Buddhist students who actively use social media. A structured questionnaire based on a Likert scale was used and analyzed through relevant statistical tests, including validity, reliability, and simple linear regression. The findings show that correct speech significantly influences communication ethics, with a determination coefficient of 0.532, indicating that 53.2% of students’ communication ethics are affected by their understanding of Sammā Vācā. These results highlight the importance of integrating Buddhist moral teachings into digital literacy education to foster respectful and ethical online communication aligned with Dhamma values.
How does Deep Learning Approach Empowers Extrovert Students to Excel in Writing Communications Wulan, Cening Ayu; Saputri, Vike Aprilianin Marwintaria; Paramita, Santi; Widiyanto, Widiyanto; Gautama, Sidartha Adi; Ahmad, Tunku Badariah Binti
Journal of Communication, Religious, and Social Sciences (JoCRSS) Vol. 3 No. 1 (2025): JOCRSS June 2025
Publisher : LPPM STIAB JINARAKKHITA LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60046/jocrss.v3i1.218

Abstract

Writing skills are a fundamental component of academic and professional success, enabling effective communication, critical thinking, and knowledge construction. Despite their significance, many students, particularly those learning English as a second or foreign language, face challenges in developing proficient writing abilities. These difficulties are often compounded by individual differences, including personality traits such as introversion and extroversion. While previous studies have explored various pedagogical approaches to enhance writing skills, limited research has focused on how these methods interact with students’ personality types, especially within the context of higher education. This study aims to investigate how a deep learning approach, a pedagogy emphasizing meaningful, mindful, and joyful learning supports and enhances the writing performance of extroverted students compared to introverted ones. The research was conducted with 23 second-semester students from the Buddhist Communication Science Department at Jinarakkhita Buddhist College in Lampung, Indonesia. A mixed-method design was employed, combining pre- and post-writing tests scored using Heaton’s rubric with interviews and personality assessments based on the Eysenck Personality Questionnaire. The findings revealed that the most participants were extroverts, and they demonstrated a significant improvement in overall writing ability after the intervention, particularly in organization and content development. Paired samples t-tests confirmed statistically significant differences between pre-test and post-test scores, indicating the effectiveness of the deep learning strategy for extroverted learners. These results suggest that personality-informed instructional strategies can optimize writing instruction, especially for extroverted students who benefit from interactive and collaborative learning environments. The study contributes to the growing body of research on personalized pedagogy and highlights the importance of aligning teaching methods with students’ psychological profiles to maximize learning outcomes.
Co-Authors Ahmad, Tunku Badariah Binti Ajat, Ajat Avitasari, Iin Gautama, Sidartha Adi Veronika Santi Paramita Vike Aprilianin Marwintaria Saputri Widiyanto Widiyanto YUDHAWATI, INE