14 research outputs found
A note on Gaul. duti, Chartres A7, B9
No full textThe author tries to account for the morphology and etymology of Gaulish duti (Chartres A7, B9), connecting it to similarly problematic Proto-Slavic *dűma. Judging from its likely syntactic role at the head of two structurally identical Gaulish sentences, duti is argued to represent a feminine action noun in *-ti-. Together with Proto-Slavic *dűma *‘(act of) speaking, thinking’, conceivably an inherited o-grade derivative in *-meH2 to the well-known seṭ-root *dheṷH2 -, it constitutes possible evidence for the semantic shift ‘breath/ blow’ → ‘speak’ and as such presents a valuable addition to the list of Celto-Slavic (near) parallels.Note sur le gaul. duti, Chartres A7, B9
L’auteur tente d’expliquer la morphologie et l’étymologie du gaulois *duti (Chartres A7, B9) en le mettant en rapport avec le mot protoslave *dűma, tout aussi problématique. En s’appuyant sur le rôle syntaxique de la forme gauloise au début de deux phrases gauloises identiques au niveau de la structure, l’auteur considère la forme *duti comme un nom d’action féminin en *-ti-. Avec le mot protoslave *dűma «(acte de) parler, réfléchir», ce dernier étant vraisemblablement un dérivé primaire en *-meH2 à degré o radical de la base *dheṷH2 -, la forme *duti peut constituer une preuve probable de la modification sémantique «respirer, souffler» → «parler» et en tant que telle représente une contribution importante pour les recherches des parallèles celto-slaves.Repanšek Luka. A note on Gaul. duti, Chartres A7, B9. In: Etudes Celtiques, vol. 41, 2015. pp. 111-119
INTEGRATED ENGLISH PHONOLOGY CONTEXTUAL-BASED IN TEACHING SPEAKING FOR GENERAL PURPOSES AT ENGLISH PROGRAM OF JAMBI UNIVERSITY: Integrated English phonology
No full textThis action research was aimed to describe on how was teaching speaking for general purpose by integrating English phonology contextual-based. This action research carried out by the lecturers through cyclical action in order to overcome teaching cases occurred in the classroom. This research was divided into two cycles. Each cycle consisted of four meetings. Each cycle used four phases. They were planning, action, observation and reflection. At the planning phase, the researchers made the research plan. At action phase, the researchers did teaching based on lesson plan that has been formulated. Furthermore, the work reflected to see the strengths and weaknesses as a reference for the next plan. The subject of the research was students of English program. The numbers of the subject of this research were twenty five students of English program. The data were obtained by doing observation and test. In observation, researchers looked at students’ attitude in speaking. Tests were conducted to determine the student's skill in speaking. Based on the data analysis, it’s found that the percentage level of students’ speaking performance increased from the first cycle to the second cycle, and students were motivated to be more active in speaking activity. In the first cycle, seven students were in the category of a very high level of understanding and very active, on the second cycle increased to 14 students are at a very high level of understanding and very high activity. This percentage of improvement increased 28% from the first cycle to the second cycle. Activeness of students in the learning process will lead to high interaction between students and lecturers or between students and colleagues. It could be concluded that the integrated English phonology contextual-based in speaking for general purpose can enhance student performance in speaking and the activeness in learning.
 
THE DEVELOPMENT OF READING PROCEDURAL TEXT LOCAL CULTURE-BASED MATERIAL AT MTS LABOR JAMBI
No full textThis study aims to develop speaking for general purposes teaching materials based on an inquiry-based learning approach in Jambi University English education study program. This inquiry-learning approach-based teaching material was developed to improve students' speaking skills based on the inquiry process. This research is also a form of implementing learning with a project based learning (PJBL) program for listening and speaking courses for general purposes. The subjects of this development research are students of the first semester of the English education study program for the 2020/2021 academic year. They took the Speaking for general purpose course which is offered in the first semester. This research uses a Research and Development approach. The approach used in this research uses three stages, namely the exploration stage which includes analyzing the needs for teaching materials, the prototype model development stage which includes designing the model and testing the model and the validation stage which includes expert validation. (Sukmadinata (2008). The data collected at the exportation stage is speaking for general purpose based on inquiry. The material made is a prototype speaking for general purpose based on inquiry-based learning. In developing the material, researchers use YouTube online as a teaching and learning medium. Developing activities and learning and their assessments as one of the manifestations of student-centered learning (student based learning). Researchers develop a class management system and monitor and evaluate learning. Researchers also reflect on the learning process associated with the results of case methods and project based learning with innovative development of solving a case, increasing student participation in analyzing cases and finding solutions collaboratively. In the case method model, the lecturer provides a description of a situation that requires the actors in the situation to take l certain decisions to solve a problem. Based on the information presented in the case, students choose alternative problem solving that is considered the most appropriate based on an understanding of the problem, analysis and comparison of available alternative solutions
THE DEVELOPMENT OF ENGLISH PHONOLOGY CONTEXTUAL-BASED MATERIAL AT ENGLISH STUDY PROGRAM OF JAMBI UNIVERSITY
Full text linkAbstract: This study aims to develop English phonology contextual-based material at English study program of Jambi University, in which English phonology are thought based on the context of speaking English in communication. This study uses Research and Development approach. The approach used in this study uses three stages, namely the exploration phase which includes analyzing the need for teaching materials, prototype development phase model that includes designing the model and testing the model and validation phase which contains expert validation (Sukmadinata (2008)). Data collected at the stage of exploration is material relates to English phonology area. The second data source is the written text and spoken text in English in everyday communication. Results of the study showed that in the early stages, the students of English study program of Jambi University need a simple material that is easy to apply in daily life. At this stage of the development of prototype models, the materials are designed into module which structured into three parts. The initial section includes a cover, table of contents, and preface. The core part consists of a main material consisting of 14 units. They are (1) openings and closings,(2) introductions and address systems,(3) invitations,(4) thanking people and replying to thanks, (5)apologizing, (6) expressing anger and resolving conflict, (7)giving compliments and replying to compliments, (8)getting people’s attention and interrupting, (9) agreeing and disagreeing, (10)controlling the conversation, (11)getting information, (12) Sympathy, regret and disappointment, (13) giving advice and suggestion,(14)making appointment. Each unit is destined for one lecture. Each unit presents speaking skill and English phonology aspects. The phonology aspects includes segmental and suprasegmental phoneme. The final section includes a bibliography, and profiles of authors and contributors of teaching materials that have been designed well. The model of layout draft has been revised several times and it considers a decent standard of teaching materials. Validation includes indicators of the accuracy of the contents, exploitability, readability and appearance. At this stage of the validation results of the expert, stated that the products of teaching materials that have been made eligible for use in the teaching speaking and the teaching English phonology at English study program of Jambi Universit
Reimplementing English as a Mandatory Subject in Elementary Schools: Teachers’ Beliefs under the Merdeka Curriculum
Full text linkThe re-implementation of English as a compulsory subject at the elementary school (SD) and Madrasah Ibtidayah (MI) levels in the Merdeka Curriculum has caused a debate about its impact on educators and students. This study explores teachers' beliefs regarding this reimplementation and examines both challenges and benefits associated with teaching English at the elementary level. Data were collected using a qualitative approach through interviews with five teachers who are members of the MGMP (Subject Teacher Forum) Rayon 2 under the Ministry of Religious Affairs in Jambi City, Jambi. The findings highlight challenges such as administrative burdens, insufficient training, and resource limitations. However, teaching English early also provides benefits, including better preparation for advanced education and improved linguistic and interpersonal skills. These insights are crucial for policymakers to refine strategies supporting curriculum implementation
Pelatihan Penelitian Tindakan Kelas bagi Guru MTSS Nurul Falah Kota Jambi: Pelatihan Penelitian Tindakan Kelas bagi Guru MTSS Nurul Falah Kota Jambi
No full textABSTRAK
Peran guru dalam dunia pendidikan sangat penting. Guru diharapkan dapat proaktif terhadap perubahan yang sedang berlangsung di sekitar dan secara aktif mengubah metode dan sumber pengajaran untuk membantu siswa mencapai potensi akademis. Guru selayaknya mengikuti perkembangan ilmu pengetahuan dan memperbarui teknik pengajaran agar dapat menyesuaikan dengan kebutuhan siswa yang berkembang dari waktu ke waktu. PTK juga memberikan kesempatan belajar bagi guru. Guru dapat mengetahui hubungan praktek mengajar mereka dengan pembelajaran siswa dan bagaimana prinsip pelaksanaan belajar mengajar yang baik diterapkan dalam ruang kelas (Johnson dan Button, 2000). Johnson dan Button (2000) dalam penelitiannya menemukan bahwa dengan pelaksanaan PTK, guru mulai mengapreasiasi kemampuan mereka dalam meningkatkan ilmu pengetahuan melalui proyek tersebut. Berdasarkan hasil observasi tim pengabdian, guru pada MTSS Nurul Falah Kota Jambi yang terakreditasi C ini jarang sekali melakukan PTK karena kurangnya pemahaman tentang bagaimana cara melakukan PTK. Di samping itu, dengan akreditasi yang masih C tersebut, maka diharapkan kegiatan ini bisa memotivasi mereka untuk bisa produktif dan bersemangat meningkatkan kualitas Pembelajaran yang pada akhirnya dapat menaikkan akreditasi sekolah menjadi lebih baik lagi. Pelaksanaan kegiatan pengabdian ini diawali dengan observasi ke sekolah mitra. Kegiatan pelatihan dilakukan dalam 1 hari dengan waktu pelaksanaan kegiatan adalah kurang lebih 4 jam. Dalam pelaksanaan kegiatan pengabdian ini, anggota tim saling bekerjasama. Ada yang menjadi moderator, pemateri, dan pengambil dokumentasi dan lain sebagainya. Setelah selesai pelaksanaan kegiatan PPM, diadakan evaluasi bersama pihak mitra dan pendampingan demi keberlanjutan program dan tercapainya target serta luaran dari pengabdian.
Keywords: Pelatihan, Penelitian Tindakan Kelas, MTS
Students’ Perception of Autonomous English Learning
Full text linkThis study explores Indonesian EFL students' perceptions of autonomous learning within the context of the English Language Study Program at Universitas Jambi. Situated within national education reforms such as Merdeka Belajar Kampus Merdeka (MBKM), which emphasize learner independence and flexibility, the research investigates how autonomy is understood and practiced by students in a system traditionally bound by rigid curricula and teacher-centered approaches. Employing a mixed-methods design, the study surveyed 45 students using a validated autonomy self-assessment questionnaire and conducted follow-up interviews with selected participants. Quantitative results reveal that students demonstrate moderately high levels of autonomy, particularly in understanding instructional objectives and setting personal study plans. However, challenges remain in aligning personal learning goals with formal syllabi and sustaining independent learning beyond curricular demands. Qualitative findings enrich these insights, highlighting students' proactive behaviors in time management and self-directed learning, yet also uncovering a reliance on teacher direction and gaps in leveraging institutional resources. The study identifies both strengths and limitations in students' autonomous learning development. It proposes targeted strategies—including autonomy-oriented teacher training, curriculum flexibility, learner self-assessment tools, and reflective practices—to enhance learner agency. The findings contribute to the growing body of localized research on learner autonomy in Indonesia and offer actionable implications for educators, curriculum designers, and policymakers aiming to foster lifelong learning skills in EFL contexts
The inscription from Chartres
No full textLuka Repanšek has worked on the basis of an independent decypherment of the inscriptions, and he proposes alternative readings, and another analysis of the onomastic formulae ; his conclusions are similar to those of other colleagues concerning the groups «Cornuti Toutisa» , and «u(id…) i felicx» . Duti(os) is considered as a complement to adgarios. Contextu would be a noun meaning «protection» . The author also proposes a tentative translation.Luka Repanšek a travaillé à partir d’une lecture indépendante de l’inscription et propose des lectures alternatives, ainsi qu’une autre analyse des formules onomastiques. Ses conclusions rejoignent celles d’autres collègues concernant «Cornuti Toutisa » , et «u(id…) i felicx » . Duti(os) est considéré comme complément de
adgarios. Contextu serait un nom de la protection. L’auteur propose aussi un essai de traduction.Repanšek Luka. The inscription from Chartres. In: Etudes Celtiques, vol. 39, 2013. pp. 181-192
The Effect of Problem Based Learning Model on Students’ Learning Outcomes in the "Belajar dan Pembelajaran" Course
No full textProblem Based Learning Model is a learning model that is intensively promoted at the University of Jambi at this time. This study aims to determine whether there is a significant effect on the learning outcomes of English study program students taught with the Problem Based Learning Model in the course of "Belajar dan Pembelajaran (Learning and Instruction). The research design used is Quasi-Experimental Research. This design involves two groups: one as the control group and one as the experimental group. The data obtained from this research is processed by calculating the gain or difference between the pretest and post-test scores. For time efficiency, data were analyzed using the SPSS (Statistical Product and Service Solution) program for Windows version 24. Because of the Asymp value. Sig. (2-tailed) 0.381, which means greater than 0.025, it can be decided that H0 is accepted. So it can be concluded that the PBL learning model used in the experimental class is not effective enough to improve student learning outcomes in “Belajar dan Pembelajaran” courses.Model Problem Based Learning merupakan model pembelajaran yang sedang gencar-gencarnya digalakkan di Universitas jambi saat ini. Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh signifikan antara hasil belajar mahasiswa prodi bahasa Inggris yang diajarkan dengan Model Pembelajaran Problem Based Learning pada mata kuliah “Belajar dan Pembelajaran”. Desain penelitian yang digunakan adalah Quasi-Eksperiment Research atau Eksperimen semu. Desain ini melibatkan dua grup. Satu sebagai grup kontrol dan satu sebagai grup eksperimen. Pengolahan Data untuk data yang diperoleh dari pada penelitian ini adalah dengan cara menghitung gain atau selisih antara skor pretest dan postest. Untuk efisiensi waktu, pengolahan data dianalisa dengan menggunakan program SPSS (Statistical Product ang Service Solution) for windows versi 24. Karena nilai Asymp. Sig. (2-tailed) 0,381 bearti lebih besar dari 0,025, maka bisa diputuskan H0 diterima. Jadi dapat disimpulkan bahwa model Pembelajaran PBL yang digunakan dikelas eksperimen tidak cukup efektif untuk meningkatkan hasil belajar mahasiswa pada mata kuliah Belajar dan Pembelajaran
Obligations erga omnes in the contextgeneral theory of law
No full textСтаттю присвячено дослідженню поняття «зобов’язання erga omnes»
у контексті загальної теорії права, визначенню їх сутності та місця у системі правовідносин. Продемонстровано, що з огляду на певні термінологічні розбіжності, традиційно властиві загальній теорії права та теорії
міжнародного права, використання терміну «зобов’язання erga omnes»
у вітчизняній юридичній науці потребує деяких уточнень. Проаналізовано можливість належності зобов’язань erga omnes до різних груп правовідносин, а також співвідношення понять «зобов’язання erga omnes» і
«обов’язки erga omnes».Статья посвящена исследованию понятия «обязательства erga omnes» в
контексте общей теории права, определению их сущности и места в системе
правоотношений. В работе продемонстрировано, что в силу определенных
терминологических разногласий, которые традиционно свойственны общей теории права и теории международного права, использование термина
«обязательства erga omnes» в отечественной юридической науке нуждается
в некотором уточнении. Автор проанализировал возможность принадлежности обязательств erga omnes к разным группам правоотношений, а также
использование понятий «обязательства erga omnes» и «обязанности erga
omnes».
Учитывая то, что в праве под обязательством как правило понимают правоотношения, в которых одна сторона обязана совершить в пользу другой
(правомочной) стороны определенное действие или воздержаться от него,
любые обязательства как правило принято относить к конкретным относительным правоотношениям, в которых четко определенному праву одной
стороны корреспондирует четко определенная обязанность другой. Однако обязательствам erga omnes такая конфигурация прав и обязанностей не
присуща, ведь в них абсолютной обязанности одной стороны соответствует
множественность правомочных субъектов, которыми являются государства как основные субъекты международного права. С точки зрения теории современного международного права, международное сообщество как
единое целое не может рассматриваться как один индивидуализированный
субъект в обязательственных правоотношениях erga omnes. Как следствие,
обязательства erga omnes больше похожи на общие или общерегулятивные
правоотношения, которые выделяют наряду с конкретными правоотношениями и к которым, однако, не относят обязательства.
Проведенная параллель привела автора к мысли, что в контексте классического понимания в отечественном праве термина «обязательство», возможно, более уместным было бы применить в переводе решения «Barcelona
Traction» вместо выражения «обязательства erga omnes» выражение «обязанности erga omnes», которое более соответствует правовой природе указанного явления и приводило бы к меньшей путанице. Ведь речь идет не
о конкретных относительных правоотношениях, а именно об обязанности
определенного субъекта международного права в отношении всех других
его субъектов.The article is devoted to the study of the concept of obligations erga omnes in
the context of general theory of national law, to the definition of their essence
and place in the system of legal relationship. The work demonstrates that due
to certain terminological differences that are traditionally characteristic of the
general theory of law and the theory of international law, the use of the term
“obligations erga omnes” in domestic legal science needs some clarification.
The author analyzes the possibility of belonging of obligations erga omnes
to different groups of legal relationship, as well as the use of the concepts
“obligations erga omnes” and “duties erga omnes”.
Considering that in law an obligation, as a rule, means legal relationship in
which one party (obligor) is obliged to perform a certain action in favor of the
other party (obligee) or to refrain from it, any obligations are usually taken to
refer to concrete relative legal relationship in which the clearly defined right of
one party corresponds to the clearly defined duty of the other. However, such
a configuration of rights and duties is not inherent in obligation serga omnes,
because in them the absolute duty of one part corresponds to the multiplicity
of obligees, which are states as the main subjects of international law. From
the point of view of the theory of modern international law, the international
community as a whole cannot be considered as one individualized subject in
the legal relationship of erga omnes character. As a result, obligations erga
omnes are more similar to general or general regulatory legal relationship,
which stands out along with concrete legal relationship and to which, however,
do not include obligations.
The parallel leads the author to the idea that in the context of the classical
understanding of the term “obligation” in domestic law, it might be more
appropriate to use the term “duti es erga omnes” in the translation of the
Barcelona Traction judgment, rather than “obligations erga omnes”, which
would be more consistent with the legal nature of this phenomenon and lead to
less confusion. After all, this is not about concrete relative legal relationship,
but rather about the duty of a certain subject of international law in relation
to all its other subjects
