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All Journal Journal of Research in Social Science and Humanities Global Expert: Jurnal Bahasa dan Sastra
Hartini Agustiawati
Universitas Palembang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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TEACHING VOCABULARY THROUGH HOT SEAT TO YOUNG LEARNERS Hartini Agustiawati
Global Expert: Jurnal Bahasa dan Sastra Vol 10, No 1 (2022): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.072 KB) | DOI: 10.36982/jge.v10i1.2192

Abstract

English is so global in the world. Teaching English as foreign language is not easy. It needs motivation, spirit and willingness. Especially young learners, they have no area to speak and practice. That condition makes serious effect. In order to improve students’ speaking ability, teacher must ask them to memorize and learn Vocabulary. Unfortunately, it is a big problem to persuade students to read and memorize it. Vocabulary is the most important element in learning English. Teaching vocabulary is challenging to young learners. It will be boring without method, games and interesting technique. As an instructor, teacher or lecturer must find out a strategy to face this condition. We should create simple way but interesting to our students. In order to help young learners to learn vocabulary, we can use easy and simple game. So, Hot seat can be a solution to learn vocabulary. It is suitable to young learners and easy to use. Students can memorize the words and have fun in learning.
The Use of Gamification Methods Through Thematic Activities to Enhance Vocabulary Mastery of Fifth Grade Students at SDN 006 Palembang Via Oktavita; Hartini Agustiawati; Ressy Novasyari; Na'imatul Husni
Journal of Research in Social Science and Humanities Vol 5, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v5i4.483

Abstract

This study examines the effectiveness of gamification methods integrated with thematic activities in enhancing the vocabulary mastery of fifth-grade students at SDN 006 Palembang. The research was motivated by students’ common challenges in memorizing and retaining vocabulary. The objective was to determine whether there is a significant difference in vocabulary achievement between students taught using gamification and those taught through conventional methods. A quantitative approach with a pre-test–post-test experimental design was applied. The participants were two fifth-grade classes: class 5B as the experimental group (N = 29) and class 5A as the control group (N = 30). A 50-item vocabulary test served as the main instrument. Due to the non-normal distribution of data, the Wilcoxon Signed-Rank Test was used for within-group analysis, and the Mann-Whitney U Test was used for between-group analysis.The results showed significant improvement in both groups from pre-test to post-test. However, the experimental group achieved a higher post-test mean rank (34.79) than the control group (25.37), with a statistically significant difference (p = .033). These findings indicate that the use of gamification integrated with thematic activities has a significant positive impact on improving vocabulary mastery among fifth-grade students.
THE USE OF PICTURE TO IMPROVE STUDENTS’ ABILITY IN WRITING SKILL OF EIGHTH GRADE STUDENTS IN SMP NEGERI 1 MAKARTI JAYA BANYUASIN SUMATERA SELATAN Hartini Agustiawati; Ressy Novasyari; Ambar Wati; Melisa Novianty; Nike angraini
Journal of Research in Social Science and Humanities Vol 4, No 1 (2024)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v4i1.95

Abstract

The topic of this study is “The use of pictures to improve the writing skills of eight grade students of SMPN 1 Makarti Jaya Banyuasin”. This discussion of this lesson is to answer the question of is there a significant improvement between students learning to use pictures learning to use pictures and not to use picture?In this study, researcher used quansi experiments using pre test and post test. The population is eighth grade,especially grade 8.1 and 8.5. One of the classes used as the experimental class is class of 8.5 and the control class is class of 8.1.     The use of media image to improve students writing skills is applied to the experimental class, namely class of  8.5. While the control class does not use images. Each class held treatment and the research lasted for 16 meetings with different pictures at each meeting.From the results of the pretest and post test that have been carried out, the researcher gets the maximum result, namely the valueon the pretest 72% to 78% in the post test. Before holding the post test with the same picture,students were given treatment for 14 meetings. From the results of this study, this means that the use of images can improve students writing skills. The data collection was carried out using the SPSS application.  
GenAI Tools for Cross-Cultural Dialogue and Meaning-Making: The Case of Indonesian English Education Students in Online Spaces Dhaniella Rattu Intani; Della Teresia Orenzah; Fauziah Ibrayani; Feliza Kurnia; Puja Cahyantie; Putri Isabela; Putri Maisaroh Lastari; Sofiya Romadlon; Melisa Novianty; Hartini Agustiawati
Global Expert: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2026): July
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jge.v14i1.7059

Abstract

In academic and social contexts, generative artificial intelligence (GenAI) tools are increasingly common and are often promoted as aids for classroom learning. However, limited research has explored how Indonesian English education students use GenAI to support cross-cultural dialogue and meaning-making in everyday online interactions beyond formal classroom settings. This study employed a qualitative approach involving eight English Education students from the University of Palembang. Using semi-structured interviews and thematic analysis, the study explored how students use GenAI tools in cross-cultural meaning-making, their perceptions of the benefits of these tools, and the challenges they encounter when using GenAI for cross-cultural communication. The findings indicate that students use GenAI to clarify messages, refine their language to sound more natural and culturally appropriate, and obtain real-time support during cross-cultural online interactions. Participants also perceived GenAI as helpful in supporting their cross-cultural communication and language development. At the same time, they reported challenges including inaccurate or culturally insensitive outputs, increased dependence on the tool, and unintended changes in tone that sometimes led to misunderstandings. Keywords: Cross-cultural communication, meaning-making, Generative Artificial Intelligence (GenAI), Indonesian EFL students, intercultural dialogue  
THE EFFECTIVENESS OF HILOKAL APPLICATION ON SPEAKING SKILL FOR STUDENTS IN HIGH SCHOOL Hartini Agustiawati; Ressy Novasyari; Na'imatul Husni; Nia Anggraini
Journal of Research in Social Science and Humanities Vol 4, No 2 (2024)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v4i2.165

Abstract

Language is crucial for communication and understanding in various aspects of life, including economy, education, politics, and culture. English is the dominant language, but learning it can be challenging due to native speakers' unique personalities and cultures. Speaking ability is crucial for language development and fluency in a second language, and technology like Hilokal offers new opportunities for language learners to improve their skills through interactive apps. This study uses George's library research theory and qualitative research to understand Hilokal, a language learning app that bridges the gap between formal instruction and real-life language use. The app offers interactive games, real audio recordings, and movies to expose learners to native speakers' speech patterns, addressing barriers to building speaking skills. However, Hilokal has two main drawbacks: less popularity and usability compared to popular platforms like Duolingo, and may not be suitable for young learners due to its focus on active conversation. To compete, Hilokal needs to invest in targeted marketing, optimize its user interface, collaborate with language educators, and create an age-appropriate version for young learners.
Co-Authors Ambar Wati Della Teresia Orenzah Dhaniella Rattu Intani Fauziah Ibrayani Feliza Kurnia Melisa Novianty Na'imatul Husni Nia Anggraini Nike Angraini Puja Cahyantie Putri Isabela Putri Maisaroh Lastari Ressy Novasyari Sofiya Romadlon Via Oktavita