Article Per Year (5 Year)
p-Index From 2021 - 2026
3.701
P-Index
This Author published in this journals
All Journal BAHASA DAN SASTRA Journal of English Literacy Education ELS Journal On Interdisciplinary Studies in Humanities EDUPEDIA Jurnal Dedikasi JOLLT Journal of Languages and Language Teaching EduLine: Journal of Education and Learning Innovation Seminar Nasional Pengabdian Kepada Masyarakat JTechLP Jurnal Pengabdian Masyarakat Nusantara JoEELE PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) E-CLUE Journal of English Culture, Language, Literature and Education Axiology STEM Education International Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Maspul Journal of English Studies (Majesty)
Hasriani G
Fakultas Bahasa Dan Sastra, Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
PELATIHAN TOEFL BERBASIS DARING BAGI MAHASISWA FAKULTAS EKONOMI DAN BISNIS UNIVERSITAS NEGERI MAKASSAR UNTUK MENINGKATKAN KOMPETENSI BAHASA INGGRIS AKADEMIK Fauzan Hari Sudding Sally; Sudding Sudding; Muhalim Muhalim; Qawiyyan Fitri; Hasriani G Hasriani G
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 4 No. 03 (2026): MEI 2026
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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

Abstract

Kemampuan bahasa Inggris akademik menjadi salah satu kompetensi penting yang perlu dimiliki mahasiswa dalam mendukung kebutuhan akademik dan profesional. Namun, masih banyak mahasiswa nonbahasa yang mengalami kesulitan dalam memahami struktur dan strategi pengerjaan Test of English as a Foreign Language (TOEFL). Oleh karena itu, kegiatan pengabdian kepada masyarakat ini dilaksanakan dalam bentuk pelatihan TOEFL berbasis daring bagi mahasiswa Fakultas Ekonomi dan Bisnis Universitas Negeri Makassar. Kegiatan ini bertujuan untuk meningkatkan pemahaman dan kesiapan mahasiswa dalam menghadapi tes TOEFL. Pelaksanaan kegiatan dilakukan secara online pada tanggal 23 Februari 2026 dan diikuti oleh 29 mahasiswa. Metode kegiatan menggunakan pendekatan pelatihan partisipatif melalui penyampaian materi, diskusi interaktif, latihan soal, dan pembahasan strategi pengerjaan TOEFL yang meliputi listening comprehension, structure and written expression, serta reading comprehension. Hasil kegiatan menunjukkan bahwa peserta memperoleh pemahaman yang lebih baik mengenai struktur TOEFL dan strategi menjawab soal secara efektif. Selain itu, peserta juga menunjukkan antusiasme dan partisipasi aktif selama kegiatan berlangsung. Pelatihan TOEFL berbasis daring ini memberikan kontribusi positif dalam meningkatkan kompetensi bahasa Inggris akademik mahasiswa serta dapat menjadi salah satu alternatif program pengembangan kemampuan bahasa Inggris di perguruan tinggi.
UTILIZING TIKTOK AS A LEARNING TOOL TO ENHANCE STUDENTS’ ENGLISH-SPEAKING PROFICIENCY AND LEARNING MOTIVATION Julisa Arya; Nurdin Noni; Hasriani G
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 2: May (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i2.85408

Abstract

This research aimed to examine the effect of using Tiktok as a learning tool in enhancing students’ English-speaking proficiency and learning motivation. A pre-experimental design with a quantitative approach was employed, involving 28 tenth-grade students from class X4 at SMAN 6 Gowa. The instruments used were a speaking test (pre-test and post-test) and a learning motivation questionnaire. The collected data were analyzed using descriptive statistics to calculate the mean scores, and inferential statistics through a Paired Samples T-Test in SPSS to determine the significance of the differences. The results showed that students’ speaking proficiency improved, with the mean score increasing from 38.46 to 61.43. Furthermore, students’ learning motivation also showed a significant improvement, with the mean score increasing from 40.36 to 62.11. The results of the Paired Sample T-Test indicated a significance value (p-value) of 0.000 (< 0.05) for both variables, confirming that the enhancements were statistically significant.Keywords: TikTok, Speaking Proficiency, Learning Motivation, Learning Tool
Language Learning Strategies of a Polyglot: Bridging Theory and Practice Putu Wahyu Sudewi; Adi Isma; Hasriani G Hasriani G; Nurul Imansari
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.44221

Abstract

Second language acquisition (SLA) research has extensively examined language learning in formal, often monolingual, classroom settings, there is a noticeable lack of empirical investigation into how polyglots acquire, manage, and sustain multiple languages. This gap is particularly significant given the rising importance of multilingualism in a globalized world and the proven cognitive, cultural, and professional benefits it offers. This qualitative case study examines the language learning strategies of Indonesian polyglot proficient in seven languages: Indonesian, English, Mandarin, Korean, Japanese, Arabic, and Latin. Through a purposive sampling method, the participant was interviewed via Zoom, and data were analysed using Oxford’s (1990) taxonomy of language learning strategies. The study identified both direct strategies (memory, cognitive, compensation) and indirect strategies (metacognitive, affective, social) used by the participant. Findings reveal that the participant’s language proficiency is achieved through a strategic integration of diverse methods tailored to specific goals and contexts. Motivation driven by extrinsic factors like scholarships, personal interests, and intrinsic spiritual reasons played an important part of learning a language intensity. The participant preferred structured tools, analytical comparisons, and regular practice, while affective and social strategies helped manage emotional challenges and maintain motivation. This study supports Oxford’s framework and highlights the importance of clear goals, sustained motivation, and community engagement in successful multilingual acquisition.
Students’ Perceptions of Using Traditional and Digital English Textbooks to Improve Students' Learning Interest Ahmad Samat; Geminastiti Sakkir; Hasriani G
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 2 No. 1 (2026): JUNI 2026
Publisher : ITEKES Permata Ilmu Maros

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

Abstract

The purpose of this research is to analyze students’ perceptions of using traditional and digital English textbooks in improving learning interest. This study employed a quantitative method with subjects were 29 students of class XII.1 at SMAN 9 Tana Toraja, selected through cluster random sampling. Data was collected through a perception questionnaire. The results showed that students had positive perceptions of both types of textbooks. The use of traditional textbooks obtained a mean score of 44.38 with a standard deviation of 4.896, where 4 students (14%) were categorized as having very high perception and 25 students (86%) as high. Meanwhile, the use of digital textbooks obtained a mean score of 48.17 with a standard deviation of 5.795, with 15 students (52%) categorized as very high and 14 students (48%) as high interest. Therefore, it can be concluded that the use of textbooks, whether traditional or digital, contributes positively to students’ perceptions and learning interest.
The Influence of Traditional and Digital English Textbooks on Students’ Learning Interest Ahmad Samat; Geminastiti Sakkir; Hasriani G
STEM Education International Vol. 2 No. 1 (2026): STEM Education International
Publisher : PT Ahan Group Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71289/stem.v2i1.19

Abstract

The purpose of this research is to analyse the influence of using traditional and digital English textbooks to improve students' learning interest. The research employed a quantitative method using a pre-experimental one-group pretest–posttest design. The subjects were 29 students of class XII.1 at SMAN 9 Tana Toraja, selected through cluster random sampling. Data were collected through pre- and post-observations. The results showed that the use of traditional textbooks increased the average learning interest score from 13.93 to 16.45, with a significance value of 0.000 (< 0.05), an effect size of 0.69 (medium category), and an N-Gain in the low category. Meanwhile, the use of digital textbooks increased the score from 15.76 to 23.55, with a significance value of 0.000 (< 0.05), an effect size of 1.84 (large category), and an N-Gain in the high category. Thus, both traditional and digital textbooks have a significant influence on improving students’ learning interest. 
Exploring the Impact of Students' Listening Needs on the Development of Lecturers’ Pedagogical Competence in Intensive Listening Courses Hasriani G Hasriani G; Rahmad Risan; Maemuna Muhayyang; Nur Aeni; Luís Cardoso
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17974

Abstract

In the context of English as a Foreign Language (EFL) in higher education, Intensive Listening courses are expected to prepare students for the demands of academic listening yet teaching practices do not always align with students' actual needs. This study explores the impact of students' listening needs on the development of lecturers' pedagogical competencies in Intensive Listening courses. Using a mixed-methods needs analysis design, data were collected from 120 students in three classes through questionnaires, classroom observations, and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while observation and interview data were analyzed thematically and combined through triangulation. The research findings indicate that students prioritize academic listening as their primary goal, but still struggle with lexical density, high speech rate, accent variation, and note-taking when dealing with long spoken texts involving multiple speakers. Students also strongly prefer multimodal and scaffolded activities, particularly video-based materials supported by transcripts or subtitles and clear guidance at the pre-listening, during-listening, and post-listening stages. These needs point to specific areas where lecturers' pedagogical competencies need to be strengthened, including planning and designing academic listening tasks, implementing process-oriented instruction and strategies, and implementing assessments that truly reflect the demands of academic listening. This study proposes the EPMT (ESP-informed, Process-oriented, Metacognitive, and TPACK-supported) model as a practical framework for aligning Intensive Listening pedagogy with students' needs.
EXPLORING TEACHER’S PERSPECTIVE ON EFL STUDENTS’ DISRUPTIVE BEHAVIOR IN EFL CLASSROOM Amsar Ramadhan; Ahmad Talib; Hasriani G
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88212

Abstract

This research aims to explore teachers’ perspectives on managing disruptive student behavior in EFL classrooms. It employs a qualitative approach using a case study design. Data were collected through interviews and observations. The subject of this study is an English teacher at SMAN 9 Kepulauan Selayar who deals with disruptive student behavior in EFL classrooms. The results of the research show that teachers have diverse perspectives on five types of disruptive behavior: classroom disruption, aggression, confrontation, disengagement, and wandering. Most of these behaviors, such as classroom disruption, verbal aggression, disengagement, and wandering, are perceived negatively because they disrupt students’ concentration, hinder the learning process, and create an unproductive classroom atmosphere. Meanwhile, teachers exhibit a more neutral perspective toward physical aggression, passive aggression, and confrontation due to the limited occurrence of these behaviors or differing interpretations of them.
EXPLORING EFFECTIVE CLASSROOM MANAGEMENT STRATEGIES OF EFL TEACHERS IN JUNIOR HIGH SCHOOLS: CHALLENGES AND SOLUTIONS Azzahra Siti Fatima; Hasriani G; Asriati Asriati
JTechLP: Journal of Technology in Language Pedagogy Vol 5, No 2, July (2026): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v5i2, July.88209

Abstract

This study aims to explore the challenges faced by English teachers in improving learning effectiveness through classroom management in EFL classrooms at the junior high school level. The study focuses on (1) identifying the main challenges encountered by teachers in managing EFL classrooms and (2) examining the strategies implemented by teachers to overcome these challenges and improve learning effectiveness. This research employed a descriptive qualitative research design conducted at SMPN 18 Makassar. The participants of the study were two English teachers selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews. The data were analyzed using the qualitative data analysis model proposed by Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings revealed that teachers faced several challenges, including students’ low basic English proficiency, lack of attention, discipline, and participation, differences in students’ characteristics and learning readiness, difficulties in using English as the medium of instruction, and school environmental factors. To address these challenges, teachers applied several strategies such as establishing classroom rules and agreements, using engaging activities, gradually using English during instruction, providing appreciation and motivation, and implementing group or pair work. These strategies helped create a more conducive classroom environment, maintain classroom control, and improve student engagement and learning effectiveness in EFL classrooms.
Co-Authors Abdul Haliq, Abdul Abdullah Adi Isma Ahmad Samat Ahmad Talib Amra Ariyani Amsar Ramadhan Andi Suci Ramadhani Andini Indahyani Ardin Saputra Asriati Asriati Asriati Asriati Asriati, Asriati Avrillia Amanda Azzahra Siti Fatima Chaerul Fadlan Saud Eka Patria Ningsih Fathur Rahman Harun Fatimah Hidayahni Amin Fauzan Hari Sudding Sally Fauzia Awalia Geminastiti Sakkir Imansari, Nurul Ita Sarmita Samad Julisa Arya Korompot, Chairil Anwar La Sunra Luís Cardoso Maemuna Muhayyang Mardiyanah Nasta Muh. Fadel Fajrin Muhalim Muhalim Muhammad Akram Mahardika Kaharuddin Munir Munir Munir Nafila Nafila Nur Aeni Nur Amalia Nur Fadila Nurdin Noni Nurul Yushifa S Putu Wahyu Sudewi Qawiyyan Fitri Rahmad Risan Rahmaindriani Resky Affat Rezki Amelia Rifki Rifadil Alghifari Ririn Mardiani Kartika Sri Wahyuni Sry Wahyuni Sudding Sudding Sulaeman Sulaeman Sulfadli Sulfadli Yulia Amanda Putri Zulfa Zahra Khaerunnisa