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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran International Journal of Social Sciences and Humanities
Muhammad Arif Sanjaya
Universitas Samudra
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Toxic Jealousy and the Collapse of Rationality in Shakespeare’s Othello: A Psychological Literary Criticism Study Fiza Rauzika Altasa Altasa; Evi Zulida; Rahmiati Rahmiati; Muhammad Arif Sanjaya; Irma Dewi Isda
International Journal of Social Sciences and Humanities Vol. 4 No. 1 (2026): International Journal of Social Sciences and Humanities
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/ijssh.v4i1.2306

Abstract

This study analyzes toxic jealousy and its destructive impact on the collapse of rationality in William Shakespeare’s Othello. The objective of this study is to explain how jealousy gradually destroys Othello’s emotional stability, trust, and rational judgment throughout the play. This study employed a descriptive qualitative method using a psychological approach to literary criticism to examine psychological dimensions represented through literary characters and emotional experiences. The data were collected from dialogues, actions, and character expressions in the play, particularly those related to Othello’s emotional transformation. The findings revealed that Othello’s toxic jealousy did not emerge suddenly but developed through interconnected psychological factors involving emotional vulnerability, psychological instability, and external manipulation. These factors gradually intensified Othello’s insecurity and suspicion toward Desdemona, resulting in obsessive suspicion, distorted judgment, and the collapse of rationality. Consequently, Othello experienced psychological deterioration that ultimately led him toward tragic action and self-destruction. This study concludes that Shakespeare portrays jealousy as a destructive psychological force capable of influencing perception, behavior, and moral judgment. Furthermore, this study contributes to psychological literary studies by emphasizing toxic jealousy as a central factor influencing Othello’s psychological transformation and tragic downfall.
Integrating Social-Emotional Learning in English Language Teaching: Teachers’ Perspectives, Pedagogical Practices, and Challenges Makhroji; Evi Zulida; Muhammad Arif Sanjaya; Rahmiati
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17761

Abstract

This study aims to explore how Social-Emotional Learning is integrated into English Language Teaching by examining teachers’ perspectives, pedagogical practices, and implementation challenges, and to provide pedagogical implications for enhancing ELT practices, focusing on the Indonesian context of Kota Langsa, Aceh. Using a mixed-methods design, the research employed 50 questionnaires containing 30 items to gather quantitative data and conducted 12 in-depth interviews to collect qualitative insights. The study involved 50 English teachers from junior and senior high schools in Kota Langsa, Indonesia, representing public, private, and Islamic boarding schools. Quantitative data were analyzed using descriptive and inferential statistics, including independent-samples t-tests, with SPSS. Qualitative data were examined through thematic analysis. Integration of both strands enabled triangulation, generating findings that were both statistically grounded and contextually rich. Results indicated that while teachers demonstrated high awareness of SEL benefits (M = 4.32, SD = 0.45), their classroom practice remained moderate (M = 3.65, SD = 0.52), revealing a significant awareness-practice gap. Institutional constraints, limited training, and cultural issues were identified as major barriers, with public school teachers reporting more systemic challenges than private school teachers (p = 0.003, Cohen’s d = 0.88). Qualitative findings highlighted culturally responsive practices, such as integrating Islamic narratives, alongside the need for institutional support. The study concludes by recommending localized strategies and systematic training to bridge the gap between SEL awareness and classroom implementation.
INTERPERSONAL METAFUNCTION IN INDONESIA’S INDEPENDENCE DAY SLOGANS (2015–2025) Siska Eka Syafitri; Muhammad Arif Sanjaya; Devi Pratiwy
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12051

Abstract

This study analyzes Indonesia’s Independence Day slogans from 2015 to 2025 through Halliday’s Systemic Functional Linguistics, focusing on Interpersonal Metafunction. As annual commemorative texts, these slogans function not only as symbolic expressions of independence but also as strategic discourses that negotiate power, construct solidarity, and reinforce national identity. Employing qualitative discourse analysis, the research investigates mood, modality, pronoun usage, evaluative lexis, and the interplay of explicit and implicit meanings. The findings indicate that declarative and imperative moods position citizens within relationships of inclusivity and responsibility, while modality expresses urgency and commitment. Evaluative vocabulary conveys optimism and resilience, with explicit meanings emphasizing productivity, recovery, and progress, and implicit meanings connecting contemporary challenges to historical struggles and the long-term vision of Indonesia Emas 2045. Overall, Independence Day slogans function as condensed ideological texts that bridge past sacrifices with future aspirations, illustrating the discursive power of language in shaping nationalism and providing practical insights for developing effective national slogans.
PEDAGOGICAL CHANGE IN THE AI ERA: INDONESIAN EFL TEACHERS' VOICES AND CONTEXTUAL CONSTRAINT Rahmiati Rahmiati; Fiza Rauzika Al Tasa; Muhammad Arif Sanjaya; Evi Zulida; Noliza Hasrina; Irma Dewi Isda; Chairuddin Chairuddin
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12185

Abstract

This study examines how Indonesian English as Foreign Language (EFL) teachers perceive and negotiate pedagogical change arising from the integration of Artificial Intelligence (AI) into language instruction. This research uses an interpretive qualitative approach through semi-structured interviews with seven teachers from diverse institutional backgrounds in Sumatera. Thematic analysis identified six key themes: (1) pedagogical change through AI integration, (2) evolving teacher identity, (3) reflective professional agency, (4) contextual constraints, (5) students' engagement and critical awareness, and (6) the need for instructional support and teacher training. Findings indicate that AI tools, such as ChatGPT and Grammarly, have facilitated a shift toward more student-centered, project-based, and reflective teaching practices. Teachers reported a redefinition of their roles from content transmitters to facilitators and mentors, with an increasing emphasis on assessing learning processes rather than outcomes. However, AI integration was hindered by infrastructural limitations, unequal access to technology, and a lack of AI literacy. The study reveals that technological transformation in ELT is not merely technical but also shaped by contextual realities and teacher identity. It highlights the need for context-sensitive professional development and inclusive policy support that enhance teachers' adaptive capacities in an AI-mediated learning environment.
Co-Authors Chairuddin Chairuddin Devi Pratiwy Fiza Rauzika Al Tasa Fiza Rauzika Altasa Altasa Irma Dewi Isda Makhroji Noliza Hasrina Rahmiati Rahmiati Siska Eka Syafitri Zulida, Evi