Article Per Year (5 Year)
p-Index From 2021 - 2026
7.246
P-Index
This Author published in this journals
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 Jurnal Studi Guru dan Pembelajaran Klasikal: Journal of Education, Language Teaching and Science Community Development Journal: Jurnal Pengabdian Masyarakat JEE (Journal of English Education) 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 Journal of English Language Teaching, Linguistics, and Literature Studies Kumpulan Artikel Pendidikan Anak Bangsa : Journal Pendidikan, Sosial dan Humaniora Darussalam English journal International Journal of Education and Humanities Journal of Career Development Abdi Samulang : Jurnal Pengabdian Kepada Masyarakat Foreign Language Instruction Probe Jurnal Penelitian Pendidikan Indonesia (JPPI) Journal of Community Empowerment PREDESTINATION : Journal of Society and Culture Journal of Language Learning and Assessment International Journal of Language, Education, and Literature (IJLEL) Edumaspul: Jurnal Pendidikan EDULEC
Vivit Rosmayanti
Universitas Negeri Makassar
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

Published : 48 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 48 Documents
Search

 1   2   3   4   5 
The Effectiveness of Role Play in Teaching Speaking Skill of The Eleventh Grade Students at SMAN 19 Makassar Muldi Lumiling; Muliaty Ibrahim; Vivit Rosmayanti
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 3 No 3 (2023): December (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v3i3.178

Abstract

This study aims to determine the effectiveness of role-playing in teaching speaking skills to students of class XI 19 Senior High School Makassar, and whether there is a significant difference between students who are trained in speaking skills using conventional methods and students who use role-playing techniques. This study uses a quantitative approach, namely experimental research with a pre-test and post-test research design and the sample of this study is 60 students. Researchers used two clasess and experimental class using role-playing techiquess and a control class using concetional methods. Meanwhile, in the last stage, the researcher gave a post-test in the same class to find out whether the role-playing techiquess was effective in teaching students speaking skills in the experimental class. The results of this study show the average pre-test in the experimental class (59.87%) and the control class (60.93%). The post-test average of the experimental class (84.40%) was higher than that of the control class (64.53%). This means that there is a difference between students who use role-playing techniquess abd students who uses conventional techniquess. Thus, teaching speaking using role-playing techniquess has a significant effect on improving students speaking skills. Therefore, it is suggested that the role-playing techniquess can be applied as an affective learning method for teachers to teach speaking skills anf for future researchers to use the same type of research under different conditions.
The Effect of Jigsaw Method on Students’ Reading Comprehension at Junior High School Students Karel Samangun; Vivit Rosmayanti; Sujarwo
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 4 No 1 (2024): Vol. 4 No. 1 (2024): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v4i1.211

Abstract

This study aims to determine the effectiveness of role-playing in teaching speaking skills to students of class XI 19 Senior High School Makassar, and whether there is a significant difference between students who are trained in speaking skills using conventional methods and students who use role-playing techniques. This study uses a quantitative approach, namely experimental research with a pre-test and post-test research design and the sample of this study is 60 students. Researchers used two clasess and experimental class using role-playing techiquess and a control class using concetional methods. Meanwhile, in the last stage, the researcher gave a post-test in the same class to find out whether the role-playing techiquess was effective in teaching students speaking skills in the experimental class. The results of this study show the average pre-test in the experimental class (59.87%) and the control class (60.93%). The post-test average of the experimental class (84.40%) was higher than that of the control class (64.53%). This means that there is a difference between students who use role-playing techniquess abd students who uses conventional techniquess. Thus, teaching speaking using role-playing techniquess has a significant effect on improving students speaking skills. Therefore, it is suggested that the role- playing techniquess can be applied as an affective learning method for teachers to teach speaking skills anf for future researchers to use the same type of research under different conditions.
PENDAMPINGAN PENYELESAIAN SOAL UJIAN SEKOLAH PADA MATAPELAJARAN BAHASA INGGRIS DI SMA NEGERI 14 MAROS Sujarwo Sujarwo; Sunarlia Limbong; Vivit Rosmayanti; Yuriatson Jubhari; Luana Sasabone
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.
The Implementation of Wattpad-Based-Digital Reading in Senior High School Student Andi Asti Ahyandhita; Muhammad Tahir; Vivit Rosmayanti
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/fcvhnk95

Abstract

Reading comprehension remains an essential issue for Indonesian EFL students, especially because they don't pay much attention in regular reading classes. Combining digital reading platforms may be a way to increase students' engagement in reading. The purpose of the research was to examine learners' engagement in reading comprehension through Wattpad-based digital reading. A pre-experimental quantitative research design was used involving twelfth-grade students from SMA Negeri 1 Bulukumba. This investigation took place in October and November of 2025. Data were collected using a Likert-scale questionnaire filled out following students' engagement in Wattpad-based reading activities. The questionnaire looked at five dimensions of engagement: emotional, behavioral, participation, cognitive, and skills engagement. The data is described by turning responses into percentages to find patterns in how students engage. The findings demonstrated that high levels of emotional engagement, indicated by increased interest, excitement, and satisfaction in reading activities. Cognitive engagement was also high because students understood the texts, linked what they read to what they already knew, and used concepts in real-life situations. Participation engagement worked well since students were actively talking about Wattpad stories. Students' independent reading habits and usage of active reading strategies showed that they were engaged in skills. However, behavioral engagement had only minimal outcomes, especially when it came to consistently finishing longer readings. The study finds that digital reading on Wattpad efficiently promotes multidimensional student engagement in reading comprehension. It is suggested that English teachers include digital reading platforms in their education while offering suitable supervision to improve students' reading consistency and improve engagement outcomes.
When AI Writing Tools Become a Crutch: A Study of Student Difficulties in Indonesian Senior High School Ulfa Haera; Andi Anto Patak; Vivit Rosmayanti
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.834

Abstract

Penggunaan alat bantu penulisan berbasis kecerdasan buatan (AI) dalam pendidikan menengah telah menimbulkan tantangan pedagogis yang signifikan, namun masih sedikit yang diketahui mengenai kesulitan spesifik yang dihadapi siswa saat menggunakan alat-alat tersebut. Studi kasus kualitatif ini mengkaji kesulitan yang dialami oleh delapan siswa kelas XII di SMAN 12 Sinjai, Indonesia, saat menggunakan alat AI seperti ChatGPT, Grammarly, Quillbot, dan Google Translate untuk tugas menulis bahasa Inggris. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis menggunakan analisis tematik reflektif. Temuan menunjukkan delapan kategori utama kesulitan: (1) ketergantungan berlebihan pada AI, (2) ketidakmampuan mengevaluasi saran AI, (3) penggunaan AI yang tidak efektif untuk koreksi tata bahasa, (4) pemahaman terbatas tentang kemampuan AI, (5) hambatan teknis dan akses, (6) hilangnya suara pribadi, (7) kesulitan mengintegrasikan saran AI, dan (8) ilusi kemajuan. Kesulitan yang paling umum adalah ketergantungan berlebihan, yang dilaporkan oleh kedelapan peserta, dengan para siswa mengungkapkan rasa takut dan panik ketika alat AI tidak dapat diakses. Temuan ini menunjukkan bahwa tanpa intervensi pedagogis yang terstruktur, alat penulisan AI dapat berfungsi sebagai penopang daripada sebagai landasan bagi pembelajaran siswa.
From Brainstorming to Argumentation: Mind Mapping as Cognitive Scaffolding for Critical EFL Writing in Vocational Education Sitti Hadijah; Muhammad Tahir; Vivit Rosmayanti; Andi Asrifan
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.865

Abstract

This study examined the function of mind mapping as cognitive scaffolding in improving critical thinking abilities and analytical exposition writing performance among vocational EFL students. The study examined the extent to which mind mapping techniques enhanced students' critical thinking and writing performance, as well as students' perceptions of the strategy's application during the writing process. A sequential explanatory mixed-methods design was utilized, comprising 34 eleventh-grade vocational students allocated into experimental and control groups. Quantitative data were gathered via pretest and posttest analytical exposition writing assignments evaluated using writing and critical thinking rubrics, and qualitative data were acquired through semi-structured interviews with chosen participants. The quantitative data were examined using descriptive statistics, paired sample t-tests, independent sample t-tests, and Cohen’s d effect size analysis, while the qualitative data were assessed by thematic analysis. The results indicated that students utilizing mind mapping techniques exhibited superior enhancement in critical thinking abilities and writing proficiency relative to those subjected to traditional teaching methods. Qualitative research revealed that mind mapping improved concept organization, persuasive reasoning, writing confidence, and classroom participation, although initial hurdles associated with brainstorming and time management. The findings indicate that mind mapping serves as an effective visual cognitive framework that enhances higher-order thinking and the development of argumentative writing in vocational EFL settings.
Multilingual Strategies for Teaching English: Perspectives from Graduate Students in Multicultural Contexts Vivit Rosmayanti; St. Wijdanah Ram
Linguistics and ELT Journal Vol 14, No 1 (2026): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v14i1.38624

Abstract

The increasing linguistic and cultural diversity of English classrooms requires pedagogical strategies that can support learners with different language backgrounds. However, graduate students’ perspectives as emerging English language educators remain underexplored in multilingual pedagogy research. This study aimed to examine how graduate students perceive and apply multilingual strategies in English language teaching within multicultural contexts. This study employed a qualitative research design. The data were collected through semi-structured interviews, classroom observations, and document analysis of bilingual teaching materials and students’ learning artifacts. The data were analyzed using thematic analysis supported by NVivo to identify recurring patterns related to multilingual teaching practices, students’ perspectives, and factors affecting implementation. The findings show that graduate students used several multilingual strategies, including translanguaging, bilingual resources, collaborative learning, code-switching, and linguistic scaffolding. These strategies helped improve students’ participation, comprehension, confidence, and sense of inclusion in English learning. However, the implementation of multilingual strategies was influenced by educator readiness, institutional support, availability of multilingual resources, and educational policy. The study implies that multilingual pedagogy should be integrated into teacher education, curriculum development, and professional training to prepare educators for linguistically diverse classrooms. Overall, this study highlights the importance of multilingual strategies as inclusive pedagogical practices in English language teaching
THE EFFECT OF PROJECT-BASED LEARNING ON STUDENTS’ SPEAKING SKILLS AND LANGUAGE LEARNING STRATEGIES IN THE SENIOR HIGH SCHOOL CONTEXT Muliaty Ibrahim; Yulini Rinantanti; Vivit Rosmayanti; Nur Ina Syam
JEE (Journal of English Education) Vol. 12 No. 1 (2026): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v12i1.4570

Abstract

This study investigates the effect of Project-Based Learning (PjBL) on senior high school students’ language learning strategies and speaking skills. While previous studies have largely focused on students’ speaking performance, this study highlights how instructional approaches can shape students’ strategic behavior during speaking activities. he research employed a quasi-experimental design with two groups consisting of 35 students each. The instruments included a language learning strategies questionnaire adapted for speaking contexts and a speaking performance test. The data were analyzed using descriptive statistics, paired-samples t-test, independent-samples t-test, and correlation analysis. The finding revealed that students in the experimental group showed a significant improvement in their use of language learning strategies compared to those in the control group (p<0.05). A strong positive correlation was also found between strategy use and speaking performance. The effect size indicated a substantial impact of Project-Based Learning. The study contributes to the existing literature by highlighting how Project-Based Learning enhances students’ strategic competence in speaking, not merely their speaking outcomes. Therefore, teachers should integrate project-based approaches to promote both strategic learning and communicative ability.
Co-Authors Adriandy Saleh Akhiruddin Akhiruddin Akhiruddin Andi Alviadi Nur Risal Andi Anto Patak Andi Asti Ahyandhita Andi Meinar Dwi Rantisari Arfenti Amir Arifin Arifin 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 Hasanudin Kasim Hasnani Hasnani Hermawan, Nanang Hudriati, Andi Ibrahim, Muliaty Ishak, Suryadi Karel Samangun Karel Samangun Khatima, Chusnul Kusmaryani, Woro Limbong, Sunarlia Luana Sasabone MB, Kamaluddin Meinar Dwi Rantisari Thayeb, Andi Mohamed, Sheik Mona Lisa, Mona Monalisa Muh. Reski Salemuddin Muhamad Yahrif Muhamad Yahrif Muhammad Sabir Muhammad Tahir Muhammad Yahrif Mukhlisin Mukhlisin Muldi Lumiling Muldi Lumiling Musdalifah Muthi'ah Nur Ina Syam Nurdin Noni Nurhidayati Nurhidayati Nurhikma Utami Nurul Haeriyah Ridwan Rafiqa Rafiqa Rafiqa, Syarifa Ram, St Wijdanah Ramli Ramli Ramli Ramli Ramli Ramli Rindiani Romansyah Sahabuddin Saleh, Adriandy Serlina Bongi, Siradjuddin, Suharti Sitti Hadijah Sriwahyuni St Wijdana Ram Suharti Siradjuddin Sujarwo Sujarwo Sujarwo Sujarwo Sukmawati Sukmawati Sulfiani, Sulfiani Sulolipu, Andi Annisa Sulvahrul Amin Ulfa Haera Ullah, Amrullah Utami, Nurhikma Vargheese, K. J Vargheese, K.J Vivekanantharasa, Raveenthiran Wahid, Areski Winarno Winarno Winarno Winarno Yahrif, Muhammad Yulini Rinantanti Yuriatson Jubhari