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All Journal ARRUS Journal of Social Sciences and Humanities ELITERATE : Journal of English Linguistics and Literature Studies Axiology
Harnita Rosalia
Universitas Negeri Makassar
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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An Analysis of Students’ Problems in Writing Recount Text Shindy Ika Lestari Chandra; Syarifuddin Dollah; Geminastiti Sakkir; Harnita Rosalia
ARRUS Journal of Social Sciences and Humanities Vol. 4 No. 3 (2024)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum2609

Abstract

This study aimed to find out strategies for students in writing recount text. This research design used a descriptive qualitative method. The subject of the research was Students at Grade 8th in SMP Laniang Makassar in the academic year of 2022/2023. The sample was 22 students in two classes and used purposive sampling to gain the data. The data was collected using a student’s writing and Interview. Based on the researcher’s result, the researcher found that there were various strategies to overcome problems encountered by the students in writing recount text, namely making lessons visually compelling, identifying important ideas, changing vocabulary learning, changing evaluation, and linking previous knowledge. In conclusion, the survey regarding the writing recount text for SMP Laniang Makassar students clearly illustrates the challenges faced and the strategies implemented.
Klinik CERIA-TEYL: Pelatihan Tutor Mahasiswa untuk Kursus Bahasa Inggris Anak Prasejahtera Fitri Radhiyani; Suci Amaliah; Harnita Rosalia; Ismail Rahim; Rudy Yusuf
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

Program pengabdian ini bertujuan untuk memperkuat kesiapan mahasiswa calon tutor dalam merancang pembelajaran bahasa Inggris yang menyenangkan, kontekstual, hemat biaya, dan sesuai dengan kebutuhan anak SD prasejahtera di Kota Makassar. Kegiatan dilaksanakan melalui Klinik CERIA-TEYL, yaitu model pelatihan desain pembelajaran yang terdiri atas lima tahap: Contextualize, Engage, Rehearse, Interact, dan Assess. Sasaran langsung kegiatan adalah mahasiswa Pendidikan Bahasa Inggris yang dipersiapkan sebagai tutor berbasis komunitas, sedangkan sasaran tidak langsungnya adalah anak-anak SD prasejahtera yang membutuhkan akses lebih luas terhadap pembelajaran bahasa Inggris gratis. Pelaksanaan kegiatan meliputi identifikasi kebutuhan, orientasi pembelajaran bahasa Inggris untuk anak, pengenalan model CERIA-TEYL, penyusunan desain pembelajaran, pengembangan media, latihan terbimbing, pemberian umpan balik dosen, dan revisi perangkat ajar. Hasil kegiatan menunjukkan bahwa klinik ini membantu mahasiswa mengubah gagasan mengajar yang masih umum menjadi rancangan pembelajaran yang lebih terstruktur. Mahasiswa menghasilkan rancangan pembelajaran sederhana, aktivitas kosakata, media berbasis gambar, rancangan storytelling, lembar kerja singkat, dan alat asesmen formatif. Kegiatan ini juga memperkuat kesadaran mahasiswa tentang instruksi ramah anak, keberagaman peserta didik, interaksi kelas, dan refleksi mengajar. Meskipun sebagian mahasiswa masih memerlukan pendampingan dalam menyederhanakan instruksi dan mengatur transisi aktivitas, program ini menjadi dasar praktis bagi pengembangan kursus bahasa Inggris gratis berbasis komunitas.
Students’ Perceptions of Wayground-Based Gamification in English Grammar Class Muhammad Rifqi Syamsuddin; Harnita Rosalia
ELITERATE : Journal of English Linguistics and Literature Studies Vol 5, No 2 (2026): 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 | DOI: 10.26858/eliterate.v5i2.86195

Abstract

The use of gamification in language learning has become increasingly popular as an innovative strategy to improve students’ engagement and motivation in the classroom. This study aims to investigate students’ perceptions of gamification through Wayground in English Grammar classes. The study employed a mixed-method approach involving quantitative and qualitative data collection. The participants consisted of 40 students enrolled in English Grammar classes. Data were collected through a Likert-scale questionnaire and open-ended responses distributed via Google Forms. The findings revealed that most students had positive perceptions toward the implementation of gamification in grammar learning. The majority of participants agreed that Wayground made grammar lessons more interesting, enjoyable, and interactive. Students also reported that gamified activities increased their motivation, participation, and classroom engagement. In addition, competitive features and instant feedback encouraged students to become more active during learning activities. Qualitative responses showed that many students considered grammar learning through games to be less stressful and more enjoyable compared to traditional teaching methods. However, several challenges were also identified. Some students stated that internet connectivity and technical issues affected their learning experience. A few participants also mentioned that competition sometimes created pressure or reduced their focus on understanding the material. Moreover, several students still preferred a combination of gamified and traditional grammar teaching to achieve better comprehension of grammar concepts. Overall, the study suggests that gamification through Wayground can create a more engaging and enjoyable learning environment in English grammar classes while still requiring balanced instructional strategies and adequate technological support.
Co-Authors Geminastiti Sakkir Ismail Rahim Muhammad Rifqi Syamsuddin Rudy Yusuf Shindy Ika Lestari Chandra Suci Amaliah Syarifuddin Dollah