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All Journal Jurnal Pendidikan dan Pengajaran Jurnal English Education: Jurnal Tadris Bahasa Inggris EDULITE: Journal of English Education, Literature and Culture Journal of English Literacy Education AL ISHLAH Jurnal Pendidikan IJoLE: International Journal of Language Education JMM (Jurnal Masyarakat Mandiri) Linguistics and Elt Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Voices of English Language Education Society Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Klasikal: Journal of Education, Language Teaching and Science Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Scientia Indonesia Berdaya JOLLT Journal of Languages and Language Teaching Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Journal of Social Responsibility Projects by Higher Education Forum Akuntansi dan Humaniora: Jurnal Pengabdian Masyarakat Kumpulan Artikel Pendidikan Anak Bangsa : Journal Pendidikan, Sosial dan Humaniora Education, Language, and Culture Journal Darussalam English journal International Journal of Education and Humanities Journal of Career Development Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Indonesia (JPPI) Journal of Community Empowerment PREDESTINATION : Journal of Society and Culture Journal of Language Learning and Assessment Edumaspul: Jurnal Pendidikan
Vivit Rosmayanti
Universitas Negeri Makassar
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THE EFFECT OF COLLABORATIVE STRATEGY READING ON STUDENTS’ READING COMPREHENSION AT SMA ISLAM TERPADU WAHDAH ISLAMIYAH MAKASSAR Rindiani; Vivit Rosmayanti; Hasnani
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 2 No. 3 (2025): April
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v2i3.4104

Abstract

This study aims to determine the improvement of students' reading comprehension related to the main idea. Three processes were carried out, namely pretest, treatment and post-test consisting of six meetings. This study is a pre-test and post-test study. The population in this study were students of class X.2 SMA Islam Terpadu Wahdah Islamiyah Makassar and sampling using random sampling technique. The sample in this study was 27 students of class X. The research instrument was a narrative text consisting of 20 multiple-choice questions. The data results showed that there was a difference between students' pre-test and post-test. The main score of students before being given treatment was 42.59 and increased to 62.59 after implementing Collaborative Strategy Reading (CSR). The results of data analysis using the independent T test showed that Sig. (2-tailed) of 0.000 was lower than 0.05 so that (Ha) was accepted and (Ho) was rejected. Based on the results of this study, it can be concluded that Collaborative Strategy Reading can improve the ability to read English texts of tenth grade students of SMA Islam Terpadu Wahdah Islamiyah Makassar
Pendampingan Inovasi Teknologi Pembelajaran Bahasa Inggris Melalui Eksplorasi Kearifan Lokal Pada Siswa SMK Sujarwo Sujarwo; Sukmawati Sukmawati; Sunarlia Limbong; Vivit Rosmayanti; Asdar Asdar; Chusnul Chatima
Jurnal Abdimas Indonesia Vol. 4 No. 4 (2024): Oktober-Desember 2024
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jai.v4i4.1243

Abstract

Kegiatan PKM ini bertujuan untuk melakukan pendampingan dalam inovasi teknologi pembelajaran bahasa Inggris melalui eksplorasi kearifan lokal pada siswa SMK Negeri 5 Gowa. Metode PKM ini dilakukan melalui pendekatan partisipatif dan kolaboratif, eksplorasi kearifan lokal, penerapan pembelajaran kontekstual, pendekatan project-based learning (PjBL), evaluasi dan refleksi. Lokasi di SMK Negeri 5 Gowa yang berjumlah 24 orang siswa. Hasil kegiatan menunjukkan bahwa berdasarkan pre-test dan post-test, rata-rata nilai Bahasa Inggris siswa mengalami peningkatan signifikan, dari 60 menjadi 84 setelah mengikuti program ini. Temuan kegiatan PKM ini mengindikasikan bahwa pendekatan teknologi inovatif yang mengintegrasikan kearifan lokal dalam pembelajaran Bahasa Inggris berhasil menciptakan lingkungan belajar yang lebih menarik, relevan, dan partisipatif, sehingga mendorong siswa untuk lebih aktif terlibat dan mencapai hasil belajar yang lebih baik. Dapat disimpulkan bahwa selain memberikan manfaat akademik, pendekatan ini juga mendukung pelestarian dan promosi budaya lokal, sehingga menjadikannya sebagai model pembelajaran yang tidak hanya memenuhi kebutuhan pendidikan, tetapi juga berkontribusi pada penguatan identitas budaya lokal siswa.
PELATIHAN PENGGUNAAN KECERDASAN BUATAN UNTUK PENINGKATAN KUALITAS PENULISAN ILMIAH PADA MAHASISWA S2 UNIVERSITAS NEGERI MAKASSAR Rosmayanti, Vivit; Sulolipu, Andi Annisa; Ram, St. Wijdanah; Ridwan, Nurul Haeriyah
Journal of Community Empowerment Vol 4, No 1 (2025): Juni
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i1.31425

Abstract

ABSTRAK Munculnya teknologi kecerdasan buatan (AI) merupakan perhatian khusus bagi pengajaran dan pendidikan yang fokus pada penulisan ilmiah. Banyak mahasiswa yang gagal memahami konsep teknik aplikasi AI untuk menyusun tulisan mereka. Oleh karena itu, kegiatan ini bertujuan untuk melatih mahasiswa mengenai penerapan AI yang tepat dan etis dalam penulisan ilmiah. Tahapan kegiatan dimulai dari koordinasi awal antara tim pelaksana dan mitra institusi untuk menyusun rencana kerja, dilanjutkan dengan pemetaan kebutuhan peserta melalui survei, pengembangan materi pelatihan yang sesuai dengan latar belakang peserta, serta sosialisasi kegiatan. Pelaksanaan kegiatan dilakukan melalui workshop interaktif selama dua hari yang mencakup sesi kuliah, praktik langsung, diskusi etika AI, dan klinik penulisan. Setelah pelaksanaan, dilakukan evaluasi melalui kuesioner kepuasan dan pengumpulan tugas akhir peserta. Monitoring dilanjutkan dengan pendampingan penulisan serta evaluasi hasil tulisan yang telah disempurnakan menggunakan AI. Hasil kegiatan menunjukkan bahwa 70,6% peserta merasa sangat puas dan 29,4% lainnya merasa puas dengan pelatihan. Sebanyak 94,1% peserta berencana akan mengimplementasikan AI dalam penulisan ilmiah mereka. Hasil ini menunjukkan bahwa pelatihan ini berhasil tidak hanya dalam meningkatkan keterampilan menulis mahasiswa, tetapi juga dalam membentuk perspektif etis terkait plagiarisme. Oleh karena itu, pelatihan ini telah efektif, dengan dampak positif yang diharapkan dapat diterapkan dalam berbagai inisiatif pendidikan di masa mendatang.Kata kunci: Kecerdasan Buatan; Penulisan Ilmiah; Pelatihan Mahasiswa; Etika Akademik; Peningkatan Kualitas.ABSTRACTThe emergence of artificial intelligence (AI) technology has become a major concern in education, especially in academic writing. Many students struggle to understand the concepts and techniques of applying AI in their writing. Therefore, this program aimed to train students on the proper and ethical use of AI in scientific writing. The activity began with coordination between the implementing team and institutional partners to develop a work plan, followed by a needs assessment survey, development of training materials tailored to participants’ academic backgrounds, and dissemination of the program. The implementation stage included a two-day interactive workshop involving lectures, hands-on practice, discussions on AI ethics, and a writing clinic. After the training, evaluation was carried out through participant satisfaction questionnaires and submission of revised academic writing tasks. Monitoring continued with mentoring and assessment of final papers enhanced using AI. The results showed that 70.6% of participants were very satisfied, and 29.4% were satisfied with the training. Additionally, 94.1% of participants expressed their intention to implement AI in their future academic writing. These results indicate that the training was successful not only in improving students’ writing skills but also in shaping their ethical perspectives on plagiarism. Thus, the training proved to be effective, with positive impacts expected to be applied in future educational initiatives.Keywords: Artificial Intelligence; Scientific Writing; Student Training; Academic Ethics; Quality Improvement.
Enhancing Students’ Engagement in English Language Learning Through Mentimeter: A Case Study Rosmayanti, Vivit; Asrifan, Andi; Vargheese, K.J
JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 4 No 1 (2025): May : IJOLEH
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/ijoleh.v4i1.274

Abstract

This study examines Mentimeter’s effectiveness in increasing student participation in an English as a Foreign Language (EFL) classroom. Using a qualitative case study methodology, the research was carried out in a third-year English language course at Universitas Negeri Makassar, using class observations, students’ focus group interviews, and a questionnaire as data collection techniques. The study also seeks to understand the students’ engagement, such as behavioral, emotional, and cognitive engagement, in working with Mentimeter during the lesson. The results show that Mentimeter has been beneficial for all levels of engagement. For behavioral engagement, targets increased to 85% in participation rates and 92% in attendance as learning was focused on interactive and gamified sessions. Emotional engagement was improved as 78% of students who attended the sessions enjoyed it, while 81% of students agreed that such activities enhanced their interaction with studies rather than being boring. Respondents indicated deeper critical thinking affecting cognitive engagement with 45 new ideas created in brainstorming sessions, and of the 76% engaged, they felt that they understood and remembered the material better. This research study proves that the Mentimeter is an effective instrument in instructing English language learners that utilizes a more sustained and engaged participation, invoking desired emotions and thinking more. These results support the argument that factors such as the use of Mentimeter will improve students’ learning engagement in an EFL setting.
Exploring Collaborative Learning in Multimodal Writing: A Study on Student Experiences Using Canva Rosmayanti, Vivit
Linguistics and ELT Journal Vol 13, No 1 (2025): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v13i1.31419

Abstract

Technology integration in education has become increasingly important, particularly in enhancing collaborative learning and multimodal writing. Platforms like Canva, which allow students to combine text with visual elements, are seen as valuable tools for fostering creativity and improving communication in collaborative projects. However, there is limited research on student experiences using such platforms in collaborative writing tasks, especially in EFL writing classroom. This study aims to explore students' experiences and perceptions of collaborative learning through multimodal writing using Canva, focusing on its impact on writing quality and digital literacy. A qualitative case study was conducted with 36 English Language Education program undergraduate students. Data were collected through semi-structured interviews and reflective journals. The findings reveal that Canva facilitated effective collaboration, improved writing quality, and enhanced creativity by allowing students to integrate graphic elements into their compositions. However, challenges such as technical issues, limited digital skills, and communication barriers were also identified. Despite these obstacles, students employed strategies like peer support, regular check-ins, and using alternative communication platforms to overcome difficulties. The study highlights the importance of providing digital literacy training and ensuring access to technology in educational settings. These findings suggest that platforms like Canva can significantly improve collaborative learning and digital literacy, offering valuable insights for educators seeking to integrate technology into their teaching practices.
Empowering the Implementation of Self-Regulated Learning Through Project-Based Learning (PjBL) in English Instruction Sukmawati; Rosmayanti, Vivit; Amin, Sulvahrul; Sujarwo; Akhiruddin; Christo, Yudi; Khatima, Chusnul
Jurnal Pendidikan dan Pengajaran Vol 58 No 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v58i1.82086

Abstract

Students accustomed to more teacher-centered methods may find it challenging to take the initiative, create goals, and monitor their learning required by SRL. In addition to covering the essential material, teachers must create projects that promote SRL. This study aimed to test the effect of project-based Learning (PjBL) on empowering students’ self-regulated learning in some schools in South Sulawesi. The current study utilized a descriptive-quantitative methodology with structural equation modelling (SEM) and partial least squares (PLS) statistical analysis. The population of each school is 1.120 students. This study applied random purposive sampling, and the number of samples was 285 students. Findings show that the structural model reflected the relationship between variables and tested the hypothesis in the inner model. The results described that implementation of project-based learning is effective on student’s self-regulated learning is proved by a t-test of 38.745 smaller than the t-table of 1.96 and the p-value is smaller than 0.05 (p-value =0.00) so it can be seen that all indicators on self-regulated learning have a positive influence on the implementation of project-based learning (PjBL) model. It can be concluded that the key determinant that has the most substantial influence on the quality of students is the effective delivery of project-based learning in fostering the development of self-regulated learning. The implication requires professional development to effectively integrate PjBL with SRL strategies. Training could focus on designing projects that promote self-regulation and developing assessment methods of students' SRL skills.
Exploring the Use of Padlet in English Language Learning: Students' Perception Rosmayanti, Vivit; Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i1.301

Abstract

The incorporation of digital resources in language acquisition has become significantly important in recent years, especially in the domain of English as a Foreign Language (EFL) education. As educational settings progress with technology innovations, technologies such as Padlet provide novel methods to enrich the learning experience. This study examines English education students' impressions of Padlet as a helpful tool in language learning, highlighting its role in enhancing student involvement and collaboration. A mixed-methods study methodology was utilised, with quantitative surveys administered to 150 undergraduate students, and semi-structured interviews with 20 chosen participants. Survey findings revealed that 87% of students regarded Padlet as a beneficial tool in their language acquisition, noting enhanced engagement with classmates and teachers, as well as increased participation in collaborative learning activities. The interviews yielded profound insights, with thematic analysis revealing four principal themes: usability, engagement, collaboration, and obstacles. Students valued Padlet's intuitive UI and multimedia-sharing features, which fostered a more dynamic and inclusive classroom atmosphere. Nonetheless, challenges such as unreliable internet connectivity and technical complications were recognized as impediments to efficient utilization. The results emphasize the necessity for organized support systems, encompassing extensive training for students and educators, as well as investment in technical infrastructure. Ultimately, Padlet possesses significant promise for enhancing EFL instruction, however, its efficacy is contingent upon strategic deployment. This study emphasizes the need to integrate student feedback in the incorporation of digital tools, facilitating more responsive and inclusive educational methods.
Blending Technology and Tradition: PjBL in ELT to Foster Self-Directed Learning Sukmawati, Sukmawati; Rosmayanti, Vivit; Amin, Sulvahrul
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75114

Abstract

The integration of technology in education has revolutionized the way students learn, offering unprecedented opportunities for fostering self-directed learning (SDL). This study explores the implementation of Project-Based Learning (PjBL) that blends technological tools with local wisdom-based educational practices to enhance self-directed learning among students. This study employed a qualitative research design. Thematic Analysis (TA) was used to analyze the data with the help of Nvivo R14 software. Participants were senior high school teachers from South Sulawesi, Indonesia, who engaged in PjBL integrated with technology and local wisdom. The data were gathered through interviews and observations, with a focus on the integration of PjBL, technology, and local wisdom in learning. The findings identified four primary themes such as PjBL procedures, technology integration, local wisdom integration, and impact on students’ SDL. Each of the primary themes is supported by some subthemes. The findings of this study have three practical implications. First, incorporating local wisdom into ELT helps preserve cultural heritage while making learning more meaningful and relatable for students. Second, integrating technology and local wisdom into PjBL can enhance student engagement and motivation, the project from familiar cultural contexts alongside interactive technological tools makes learning more appealing and enjoyable. Furthermore, applying technology-integrated local wisdom project-based learning facilitates students’ SDL. The students have opportunities to take ownership of their learning process as well as develop their collaboration skills, critical thinking, learning independence, language competence, and cultural understanding. Finally, the researchers expected this study to provide a more comprehensive understanding of how local cultural content may be applied to English language teaching.
Teachers' Voices: Networked Technologies for EFL Classroom in The Border Area of Indonesia Ramli, Ramli; Kusmaryani, Woro; Rosmayanti, Vivit; MB, Kamaluddin; Hermawan, Nanang
English Education: Jurnal Tadris Bahasa Inggris Vol 18 No 1 (2025): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/js9gm968

Abstract

This research aimed at providing to insight on how ICT contributes to English language teaching. The target of research was 9 EFL secondary teachers in Tarakan Kalimantan Utara as the border area in Indonesia. Interview was also administered in the current study to elicit in-depth information on whether the teachers bring technological tools in the class, the types of technological tools to support their English class, and the reasons for effective use and non-use. The questionnaire consisted of 20 items that are divided into five main parts: teacher’s background, classroom settings, various use of technology, perceptions of technology, and factors affecting teacher use of technological tools. The data was derived from Likert scale questions in the questionnaire. The results of this research were that mostly students and teacher optimized smartphone and computer in the class and teachers involved various technological applications to support learning. All teachers agreed that technology is necessary for the classroom and integrating digital technology can help support the learning of students. Besides, the use of technology was mostly affected by external factors, facilities, workload, and support from head of department and as for internal factors, teachers’ skills, teachers’ interests, and confidence were the top-reported aspects.
PENDAMPINGAN PENYELESAIAN SOAL UJIAN SEKOLAH PADA MATAPELAJARAN BAHASA INGGRIS DI SMA NEGERI 14 MAROS Sujarwo, Sujarwo; Limbong, Sunarlia; Rosmayanti, Vivit; Jubhari, Yuriatson; Sasabone, Luana
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 No 3 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i3.46279

Abstract

Kegiatan ini dilaksanakan sebagai salah satu upaya pemberian solusi atas permasalahan yang ada pada mitra yaitu SMA Negeri 4 Maros, dalam rangka mendukung upaya agar siswanya mampu menjawab cepat dan benar soal ujian nasional bahasa Inggris yang berbasis komputer. Tujuan kegiatan PKM ini untuk meningkatkan kualitas siswa dan nilai akhir ujian nasional siswa. Dari hasil observasi awal yang telah dilakukan, SMA Negeri 4 Maros terpilih menjadi mitra kegiatan PKM dikarenakan kemampuan dan pemahaman siswa dalam pelajaran bahasa Inggris yang kurang sehingga membuat nilai Bahasa Inggris mereka rendah, yang dilihat dari hasil ujian tryout mereka. Untuk mengupayakan peningkatan nilai bahasa Inggris siswa maka haruslah diberikan pelatihan trik menjawab soal bahasa Inggris. Siswa kelas XII akan mendapatkan pelatihan dalam menjawab soal-soal ujian bahasa Inggris. Pelatihan ini dilaksanakan kurang lebih selama satu bulan dimana siswa diberikan bimbingan secara detail tentang trik menjawab soal bahasa Inggris. Selama pelatihan, siswa juga mendapat kesempatan untuk berdiskusi dan bertanya jika ada permasalahan untuk mencapai solusi yang tepat. Luaran yang diharapkan dari pelatihan ini siswa belajar mandiri melalui soal-soal latihan Ujian Nasional. Peningkatan pemberdayaan mitra Peningkatan pengetahuan mitra dapat tercapai. Pelatihan menjawab soal-soal ujian Bahasa Inggris untuk siswa kelas XII memberikan dampak positif terhadap peningkatan pemahaman, keterampilan menjawab soal, dan kemandirian belajar siswa. Pelatihan ini juga berkontribusi pada peningkatan pemberdayaan mitra, yaitu sekolah dan guru, dalam mendukung kesiapan siswa menghadapi ujian nasional. Dengan pendekatan bimbingan yang sistematis dan interaktif, tujuan pelatihan tercapai secara optimal.
Co-Authors Adriandy Saleh Akhiruddin Andi Anto Patak Andi Meinar Dwi Rantisari Arfenti Amir Asdar Asdar Asrifan, Andi ASRIFAN, Asrifan Asykur, Muamar Burhanuddin Burhanuddin Cardoso, Luís Miguel Oliveira de Barros Christo, Yudi Chusnul Chatima Dahlia Albakia Dwi Rantisari, Andi Meinar Etika Peter Fansury, Andi Hamzah Fitriawati Fitriawati Fitriawati, Fitriawati Hardianti Hardianti, Hardianti Hasnani Hasnani Hermawan, Nanang Hudriati, Andi Ibrahim, Muliaty Ishak, Suryadi Karel Samangun Khatima, Chusnul Kusmaryani, Woro Limbong, Sunarlia Mansur, Musdalifah MB, Kamaluddin Meinar Dwi Rantisari Thayeb, Andi Mohamed, Sheik Mona Lisa, Mona Monalisa Muh. Reski Salemuddin Muhamad Yahrif Muhamad Yahrif Muhammad Sabir Muhammad Yahrif Mukhlisin Mukhlisin Muldi Lumiling Muthi'ah Nurdin Noni Nurhikma Utami Nurul Haeriyah Ridwan Rafiqa Rafiqa Ramli Ramli Ramli Ramli Rindiani Romansyah Sahabuddin Saleh, Adriandy Sasabone, Luana Serlina Bongi, Siradjuddin, Suharti Sri Wahyuni Sriwahyuni St Wijdana Ram Suharti Siradjuddin Sujarwo Sujarwo Sujarwo Sukmawati Sukmawati Sukmawati Sulfiani, Sulfiani Sulolipu, Andi Annisa Sulvahrul Amin Sunarlia Limbong Ullah, Amrullah Utami, Nurhikma Vargheese, K.J Wahid, Areski Winarno Winarno Winarno Winarno Yahrif, Muhammad Yuriatson, Yuriatson