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All Journal ARRUS Journal of Social Sciences and Humanities ELITERATE : Journal of English Linguistics and Literature Studies PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE LITERA ABDI: Jurnal Pengabdian Masyarakat INTERACTION: Jurnal Pendidikan Bahasa Axiology
Harnita Rosalia
Universitas Negeri Makassar
Religion Humanities Economics, Econometrics & Finance Education Environmental Science 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.
Pelatihan Media Pembelajaran berbasis Audio Visual bagi Guru PJOK Kabupaten Polman Muh. Ilham Aksir; Hasyim; Hasmyati; Harnita Rosalia; Muhammad Akbar Syafruddin
LITERA ABDI: Jurnal Pengabdian Masyarakat Vol. 2 No. 1 (2025): Januari
Publisher : PT. Mediatama Zayna Indonesia

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Abstract

Teaching is a systematic and efficient method of making the right decisions. This includes decision making regarding content, methodology, duration, student grouping, questioning techniques, follow-up questions, and the review process in the context of teaching. Community service activities aim to conduct audio-visual-based learning media training for physical education, sports, and health (PJOK) teachers in Polewali Mandar Regency. The audio-visual-based learning media training activity uses a mentoring method. Participants in this activity were 50 Physical Education and Sports teachers in Polewali Mandar Regency. To solve the problem of the lack of teacher understanding in creating effective learning media for improving student learning outcomes, the team provided a solution by providing audio-visual-based teaching material training which was carried out through stages of activities consisting of socialization stages, training stages, and evaluation stages. The targeted outputs after the implementation of this activity were that PJOK teachers in Polewali Mandar understood the appropriate learning media given according to student needs, understood the benefits of audio-visual media, and understood how to compile audio-visual-based teaching materials.
WORDS THAT TEACH: A SPEECH ACT ANALYSIS OF TEACHER -STUDENT DIALOGUES IN DANGEROUS MINDS (1995) Andi Muh. Abrar Mattangkilang; Sukardi Weda; Harnita Rosalia
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89083

Abstract

This study focus on the dialogues between teachers and students in the movie "Dangerous Minds" (1995) to determine the types of illocutionary acts and how they operate as "Words That Teach". Descriptive qualitative method with pragmatic approach has been applied, in which the framework used in this study is the classification of illocutionary acts by Searle. The dialogue extracts selected for analysis have been taken from the original movie script using documentation technique, and they have been analyzed using the stages of qualitative data analysis which include data condensation, data display, and drawing conclusions as suggested by Miles, Huberman, and Saldaña. Four types of illocutionary acts have been identified in the dialogues analyzed including directive, representative, expressive, and commissive illocutionary acts. Among these acts, the most frequent type is the directive and representative act, while declarative acts were not found in the data. The role of these acts in serving as "Words That Teach" through four pedagogical roles teaching values, shaping attitudes, motivating students, and building character. The results demonstrate that language in classroom interaction, whether in real settings or fictional representation, serves not only as a communicative tool but also as a meaningful instrument for students' intellectual, emotional, and moral development. This study contributes to pragmatic and film studies by highlighting the educational value of dialogue in educational cinema.Keywords: Speech act, Illocutionary Act, Words That Teach, Dangerous Minds, Film Dialogue
Intersemiotic Relations Between Verbal and Visual in Children's Picture Books: A Multimodal Discourse Analysis Margaretha Miki Tandipare; Sahril Nur; Harnita Rosalia
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 3 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i3.6256

Abstract

This study examined how intersemiotic relations between verbal text and visual illustrations contribute to narrative meaning construction in selected children's picture books using the framework of Multimodal Discourse Analysis (MDA). The study focused on three types of intersemiotic relations proposed by Royce (2013), namely complementary, reinforcing, and expanding relations. A descriptive qualitative research design was employed. Thedata sources consisted of three children's picture books: The Gruffalo by Julia Donaldson and Axel Scheffler, The Tale of Peter Rabbit by Beatrix Potter, and We're Going on a Bear Hunt by Michael Rosen and Helen Oxenbury.  Ten extracts were purposively selected through close reading as the most representative instances of verbal-visual interplay in narrative construction. Findings reveal that the extracts are distributed across three categories: reinforcing relations (5 extracts), where verbal and visual modes mutually strengthen meanings in scenes of movement, confrontation, and character description; complementary relations (3 extracts), where both modes contribute distinct but mutually necessary meanings across emotional and atmospheric dimensions; and expanding relations (2 extracts), where illustrations add emotional depth and symbolic significance beyond the verbal text. Reinforcing relations emerged as the dominant pattern. The study demonstrates that verbal-visual interplay is the fundamental mechanism through which narrative meaning is constructed in children's picture books, offering a methodological contribution to multimodal narrative analysis in children's literature.
Co-Authors Andi Muh. Abrar Mattangkilang Geminastiti Sakkir Hasmyati Hasyim Ismail Rahim Margaretha Miki Tandipare Muh. Ilham Aksir Muhammad Akbar Syafruddin Muhammad Rifqi Syamsuddin Rudy Yusuf Sahril Nur Shindy Ika Lestari Chandra Suci Amaliah Sukardi Weda Syarifuddin Dollah