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All Journal IJORER : International Journal of Recent Educational Research ELITERATE : Journal of English Linguistics and Literature Studies Journal of English Literature and Linguistic Studies (JELLS) PEDAMAS (Pengabdian Kepada Masyarakat) International Journal of Language, Education, and Literature (IJLEL) Axiology
Yunitari Mustikawati
Universitas Negeri Makassar
Humanities Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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FIGURATIVE LANGUAGES IN BTS SONGS LYRIC’S Nurwahida Nurwahida; Yunitari Mustikawati
ELITERATE : Journal of English Linguistics and Literature Studies Vol 2, No 3, Dec (2022): ELITERATE: Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (374.617 KB)

Abstract

Figurative language was a way of expressing feelings, thoughts, and ideas. The song lyrics analyzed by the researcher were: Louder than Bombs, Spring Day, Butter, Dynamite, 00:00 (zero o'clock), Fake Love, and Magic Shop. Figurative language in this study used the theory of X.J Kennedy and message theory by several experts and sources. This researcher used the descriptive qualitative method. Lyrics is an expression that songwriter feels to describe an object or experience. In this study, researcher found 11 kinds of figurative language in BTS song lyrics, namely: personification, metaphor, simile, hyperbole, paradox, irony, metonymy, synecdoche, symbol, allusion, and repetition. The most dominant figurative language is simile. Thus, researcher found 22 messages through figurative language in BTS songs, in the Louder than Bombs song messages is everyone is good at hiding sadness, In the Spring Day song messages is expectations and reality. In the Butter song messages, is keep trying to get you want, The Dynamite song messages is fun has no limit. In the 00:00 (Zero O'clock) song messages is don’t stop praying for happiness. In the Fake Love song messages is loving ourselves is much more fun, In the Magic Shop song messages is never give up on our own life.
WOMEN’S LANGUAGE FEATURES OF THE MAIN FEMALE CHARACTER IN HARPER LEE’S TO KILL A MOCKINGBIRD Aisyah Aulia Tahir; Murni Mahmud; Yunitari Mustikawati
ELITERATE : Journal of English Linguistics and Literature Studies Vol 2, No 1, April (2022): ELITERATE: Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

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Abstract

This research aims to find out the women’s language features that used by the main female character in “To Kill a Mockingbird Novel 1960” using Lakoff’s theory (1975) Women’s Language theory. The research will also describe how the main female character expressed every sentence that has women’s language features with stylisctic analysis and show the situation in the sentence with Hyme’s (1974) Speaking theory. The descriptive analytics approach was applied in this research to characterize the aspects and qualities of the subject. The research findings show that lexical hedges or fillers, tag question, rising intonation on declaratives, empty adjective, emphatic emphasis, superpolite form, hypercorrect grammar, avoidance of powerful swear words, and intensifier are nine features of women's language used by the main female character. The researcher also finds how the main female character expressed her sentences with linguistic deviation and literary analysis. And the researcher discovers 8 elements of situation that happened in the conversation, namely setting, participant, ends (goal), act sequence, key, instrumentalities, norms of interaction, and genre. The research was able to identify the women's language features and define how they are communicated as well as the situation in the conversation as a conclusion.
LANGUAGE STYLE AT ADVERTISEMENT IN CNN Ananda Dwi Putri Caesary; La Sunra; Yunitari Mustikawati
Journal of English Literature and Linguistic Studies Vol 1, No 2, Sept (2022): Journal of English Literature and Linguistics Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

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Abstract

Language is very important in conveying the right information with the aim of influencing the individual. Advertising language shows more persuasive, attracts people's attention, and is creative. More attractive and creative advertising can influence more people to try these advertisements. This study focused on the category of language style and how the use of advertising formula in conveying message of the advertisement on CNN. The purpose of this study is to identify and describe the types of language style in advertisement on CNN and to explore how the use of advertising formulas convey messages in advertisement on CNN to viewers. In conducting this research, the researcher used qualitative research and descriptive methods. The advertisements were taken randomly from as many as 13 advertisements from three videos on commercial breaks channel. The results of this study show that there were 4 categories of language style used in advertisements on CNN, namely the morphological style, syntactical style, rhetorical style, and sloganized style. Advertisement on CNN uses a different type of language style. In terms of morphological category, advertisement on CNN uses simple and formal language, misspelling or coinage, loanword, the use of verb, and the use of adjectives. In terms of syntactical category, advertisement on CNN uses interrogative sentences and imperative sentence. In terms of rhetorical category, advertisement on CNN uses simile, repetition, and rhyming. In terms of sloganized category, advertisement on CNN use slogan and taglines. Furthermore, there were 6 advertising formulas used in advertisement, namely, soft sell, slice of life, comparison, straightforward, demonstration, and spokesperson.
Students’ Perception of Cultural Literacy Development in Higher Education Awaludin Rizal; Syarifuddin Dollah; Amirullah Abduh; Baso Jabu; Muhammad Basri; Yunitari Mustikawati; Abdurrahman Hi. Usman
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i3.608

Abstract

Objective: This study investigated the EFL students' perceptions of cultural literacy development in higher education. Method: The research design was an ethnographic study. The study was conducted in two private and state universities in Indonesia. The subjects were students from the English education department at two universities. The researcher chose four students from each university as research subjects who know and understand more about cultural literacy development. The technique for analyzing data in the ethnographic study was descriptive labels, selecting, identifying, generalizing, and noting. Result: This study's findings showed that in higher education, two students have a high perception, one has a moderate, and the last one has a low perception of cultural literacy development in the academic context. Each student’s category generally has a different impact on the development of their cultural literacy in the academic context. Novelty: This study produces the Makugawene (harmonic) Cultural Literacy model to develop EFL students' cultural literacy in higher education.
Analysis of Students' Interest in English Songs as a Media for Listening Learning Riska Humaera; Nurdin Noni; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
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/svcpg839

Abstract

Listening ability is one of the basic skills in learning English that is often considered difficult by students. This is caused by several factors such as lack of understanding, the speed of native speakers, and monotonous learning materials. To overcome this, innovative and interesting learning media are needed. One of the media that is considered effective and close to the world of teenagers is English songs. Songs not only present authentic language, but are also able to create a pleasant learning atmosphere. Based on this background, this study aims to determine the interest of class XI Harmonis students in the use of English songs in listening learning.This study uses a quantitative descriptive approach. The instrument used is a closed questionnaire consisting of 12 statements, each with four answer choices scored 1–4. The research subjects were 30 class XI Harmonis At SMAN 1 Pangkep. The data were analyzed to determine the total score, percentage, and classification of student interest levels based on certain intervals.The results of the study showed that 23 students (77%) were in the high interest category (Very High Interest) and 7 students (23%) were in the very high interest category (Very High Interest). There were no students in the medium or low interest category. This shows that the use of English songs is very popular with students and can be an effective medium in listening learning. The conclusion of this study is that English songs have great potential to increase students' interest in learning to listen. Therefore, it is recommended that English teachers consider the use of songs as part of a learning strategy, by choosing songs that are appropriate to the level of ability and interest of students so that learning becomes more enjoyable, meaningful, and effective
A Quasi-Experimental Study on Efficacy of Quizizz in Enhancing Junior High School Students’ Grammar Performance Devi Triani Agussalim; Yunitari Mustikawati; Ryan Rayhana Sofyan
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/e05j2545

Abstract

This quasi-experimental study investigated the efficacy of Quizizz as a digital game-based learning (DGBL) tool in enhancing students’ grammatical proficiency, with specific focus on their understanding and application of the simple present, present continuous tense, and simple past tense. Recognizing that grammar often presents significant challenges for English as Foreign Language (EFL) learners, this research aimed to explore a technology-driven approach to mitigate these difficulties and improve learning outcomes. Conducted during the 2024/2025 academic year at MTs DDI Baru, the study involved two comparable eight-grade groups: an experimental class (n=30) receiving grammar instruction facilitated by the Quizizz platform, and a control class (n=30) exposed to conventional, lecture-based teaching methodologies. Grammatical proficiency was quantitatively assessed through rigorously designed pre- and post-test, each comprising 30 multiple-choice questions specifically targeting the three aforementioned tenses. The findings showed a clear and significant improvement in grammar understanding among the students who used Quizizz. Their average test scores increased substantially, and many moved from a “Very Good” or “Excellent classification. The Mann-Whitney U test indicated a significant difference (U=287.000, p=0.016), supporting the hypothesis that Quizizz positively impacted grammar achievement. Furthermore, Cohen’s d of 0.63 demonstrated the educational meaningfulness of the intervention. In conclusion, the integration of Quizizz as a DGBL tool demonstrably improved students’ grammar proficiency. The inherent interactive nature, immediate feedback mechanisms, and engaging design elements of Quizizz facilitated a more effective and dynamic grasp of English tense structure and usage. This substantial enhancement suggests that Quizizz not only aids fundamental knowledge acquisition but also promote better retention of grammatical rules, transforming a traditionally challenging subject into an accessible and motivating learning experience. Therefore, the strategic adoption of interactive digital tools like Quizizz is highly recommended for English as a Foreign Language (EFL) grammar teaching, especially for junior high school students, to make language learning more effective and engaging.
The Roles of Teacher in Facilitating English Learning for the First Year Students with Low Basic English Proficiency in Integrated Skills at SMP IT Modern Al-Aksi Lonrong Ahmad Sukri; Abdullah; Yunitari Mustikawati
International Journal of Language, Education, and Literature Vol. 2 No. 4 (2025): October
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/mbkvcb46

Abstract

This study explores the teacher’s role in facilitating the development of integrated English language skills: listening, speaking, reading, and writing among first-year junior high school students with low basic proficiency. Employing qualitative and quantitative methods, data were collected through teacher interviews, student Interview, classroom observations, and student questionnaires. Findings indicate that the teacher played a pivotal role in scaffolding each language skill through strategies such as multimedia use, collaborative learning, contextual teaching, and differentiated instruction. While students responded positively to engaging learning environments and appreciated support in speaking and vocabulary development, they continued to face challenges in listening comprehension, reading analysis, and grammar-based writing tasks. Integrated skills instruction, which mirrors real-life language use, was consistently applied by the teacher to enhance comprehension, motivation, and learner autonomy. Overall, students perceived the teacher’s role as effective, though more targeted support was needed for grammar instruction and comprehension-based activities. Future research should examine the long-term effects of integrated skills instruction and explore the role of technology and teacher scaffolding in supporting low-proficiency students.
Master Students' Perceptions of Using ChatGPT to Support Critical Thinking in Academic Writing Duta Aisyah Pratiwi; Muhammad Tahir; Yunitari Mustikawati
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/ehejhy68

Abstract

This qualitative case study explores master students' perceptions of using ChatGPT to support critical thinking in academic writing at Universitas Negeri Makassar's English Language Education Program. The integration of artificial intelligence in education has sparked debates about its impact on critical thinking development, particularly in academic writing contexts. Using triangulation methods including observations, interviews, self-reflective journals, and documentation analyzed through Paul and Elder's (2019) critical thinking framework and Hyland's (2018) academic writing framework, this study examines how master students perceive ChatGPT as a supportive tool in their academic writing process. Findings reveal that students maintain positive yet critical perceptions of ChatGPT, viewing it as a valuable brainstorming partner and idea generator that enhances their critical thinking capacity. Students demonstrated strong awareness of ChatGPT's limitations regarding reference accuracy and plagiarism risks, emphasizing the necessity of human verification and critical evaluation. The study concludes that master students perceive ChatGPT as an effective cognitive scaffold that can support critical thinking development when used critically, reflectively, and responsibly, with effectiveness depending on active user engagement rather than passive acceptance of AI-generated outputs.
Peningkatan Kemampuan Penerjemahan Siswa SMA melalui Workshop “Be Authentic, Translate it Right” Keysha Nizalytha Tualle; Lely Novia; Munir; Nurdin Noni; Yunitari Mustikawati
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 3 No. 1 (2026): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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Abstract

Kemampuan menerjemahkan dari bahasa Indonesia ke bahasa Inggris maupun sebaliknya merupakan kompetensi penting yang masih perlu diperkuat di tingkat SMA, khususnya dalam hal pemahaman konteks budaya, penguasaan kosakata, dan ketepatan terjemahan. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kemampuan penerjemahan, keterampilan analisis kesalahan terjemahan, serta kompetensi berpikir kritis dan komunikasi siswa melalui workshop "Be Authentic, Translate it Right" yang dilaksanakan oleh Tim Asistensi Mengajar Mandiri (AjarMi) Program Studi Pendidikan Bahasa Inggris Universitas Negeri Makassar di SMA Negeri 8 Makassar. Kegiatan ini melibatkan 45 siswa kelas X dan XI dengan menerapkan pendekatan Project-Based Learning, Collaborative Learning, dan Experiential Learning melalui lima tahap terstruktur, yaitu orientasi materi, pengumpulan data autentik (text hunting), analisis dan produksi terjemahan, presentasi kelompok, serta evaluasi dan refleksi. Hasil survei menunjukkan bahwa 95,6% peserta menyatakan workshop bermanfaat, 93,4% menilai materi relevan dengan kebutuhan mereka, dan 100% peserta menyatakan materi mudah dipahami. Sebanyak 93% peserta merasakan perubahan positif, mencakup peningkatan pemahaman terjemahan natural (35%), kepercayaan diri (20%), motivasi belajar (20%), dan kemampuan berpikir kritis (18%). Kegiatan ini direkomendasikan untuk dikembangkan dengan durasi yang lebih panjang, ruangan yang lebih kondusif, dan pendampingan lanjutan secara berkelanjutan.
SIGN OF MOTHERHOOD AND MONSTROSITY IN BLOOD RED SKY MOVIE Sita Aprilia; Fitriyani Bakri; Yunitari Mustikawati
Journal of English Literature and Linguistic Studies Vol 4, No 2 (2026): Journal of English Literature and Linguistic Studies (JELLS)
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jells.v4i2.84190

Abstract

Film functions as a powerful cultural medium that communicates social values, identities, and ideologies through visual and narrative signs, making it an important site for examining representations of gender and motherhood in contemporary cinema. While previous studies on horror films have largely discussed maternal figures from feminist perspectives or idealized constructions of motherhood, less attention has been paid to the symbolic and ideological meanings that emerge when maternal identity intersects with monstrosity. This study analyzes how motherhood and monstrosity are constructed and interconnected in the character of Nadja in Blood Red Sky (2021) by applying Roland Barthes’s semiotic theory of denotation, connotation, and myth. We employed a qualitative descriptive method with purposive sampling, and examined selected key scenes through visual and narrative signs such as color symbolism, lighting, facial expressions, body movement, and cinematographic techniques. The findings show that motherhood is represented through emotional care, moral responsibility, and ultimate sacrifice, while monstrosity is framed as a transformative process driven by maternal necessity rather than as a purely destructive force. At the mythic level, the film naturalizes the ideology that maternal love can legitimize transformation, violence, and self-sacrifice, positioning the maternal body as a space where vulnerability and power coexist. This study offers a novel contribution by demonstrating that monstrosity in Blood Red Sky is not opposed to motherhood but becomes an integral part of it. These findings are significant for literary and film studies because they expand semiotic and feminist readings of maternal figures, showing how contemporary narratives reinterpret motherhood as a complex, ambivalent, and ideologically negotiated identity rather than a fixed or purely nurturing role.
Co-Authors Abduh, Amirullah Abdullah Abdurrahman Hi. Usman Agung Rinaldy Malik Ahmad Sukri Aisyah Aulia Tahir Ananda Dwi Putri Caesary Andi Isti Fatirah Asriati Awaludin Rizal Baso Jabu, Baso Devi Triani Agussalim Duta Aisyah Pratiwi Fitriyani Bakri Ika Yuli Wahyuni Ismail Rahim Keysha Nizalytha Tualle La Sunra Lely Novia Mardiyanah Nasta Mega Fatimah Rosana Miftahul Jannah Muftihaturrahmah Burhamzah Muh. Fauzan Fahriyah Pattisahusiwa Muhammad Basri Muhammad Tahir Munir Murni Mahmud Nurdin Noni Nurhuzaifah Riska Humaera Ryan Rayhana Sofyan Silkiah Ramadani Ridwan Sita Aprilia Suci Amaliah Syarifuddin Dollah Tazkiatun Nafs