Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal EDUVELOP (Journal of English Education and Development) Decode: Jurnal Pendidikan Teknologi Informasi Celebes Journal of Language Studies PEDAMAS (Pengabdian Kepada Masyarakat)
Samtidar
Unknown Affiliation
Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Fostering Well-being in Social Interaction: A Systematic Review of the Application of Positive Psychology in Sociolinguistics Pedagogy Samtidar; Safar Nur, Muhammad; Muhammad Irawan, Andi
Celebes Journal of Language Studies Vol. 5, No. 2 December 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i2.255

Abstract

Research in second language acquisition (SLA) has undergone a significant affective turn over the last decade, with a burgeoning interest in the role of positive emotions in the learning process. In line with this shift, Positive Psychology (PP), as the scientific study of human well-being and flourishing, has emerged as a promising framework for enhancing language learner motivation, engagement, and performance. However, while research on the application of PP in SLA generally has grown rapidly, its application within the nuanced and socially embedded domain of Sociolinguistics pedagogy remains critically underexplored. This systematic review aims to bridge that gap by synthesizing the relevant literature from 2015 to 2025. It proposes a theoretical framework for integrating PP principles into sociolinguistic pedagogy. The central argument is that the core concepts of PP, particularly Seligman's PERMA model (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment), offer a powerful analytical lens not only for enhancing communicative and intercultural competence but also for actively fostering positive language attitudes and creating inclusive, supportive classroom environments. By mapping the conceptual synergy between PP's goal of promoting well-being and sociolinguistics' goal of understanding language in social context, this review articulates a transformative pedagogy. This pedagogy moves beyond the critical analysis of linguistic phenomena toward the active cultivation of the psychological strengths necessary for students to navigate and positively contribute to a linguistically diverse world. The review concludes by outlining a detailed future research agenda to empirically validate the proposed synthesis and to spur the development of a more humanistic and empowering sociolinguistic pedagogy.
PELAFALAN BAHASA INGGRIS MELALUI TONGUE TWISTER Ariyani, Amra; Munir; Samtidar; Ganteng, Hasriani; Saud, Chaerul Fadlan
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 3 No. 06 (2025): NOVEMBER 2025
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kegiatan PKM ini bertujuan untuk melatih dan membimbing siswa-siswi SMP Negeri 2 Kecamatan Somba Opu Kabupaten Gowa untuk meningkatkan keterampilan pelafalan bahasa Inggris mereka. Para siswa diberikan praktik langsung pelafalan bahasa Inggris dengan memberikan beberapa kata. Setelah itu, mereka bermain melalui tongue twister secara berpasangan dan berkelompok. Materi berfokus pada stress (tekanan) dan intonation (intonasi). Hasil yang diperoleh adalah siswa kelas 72 SMP Negeri 2 Kabupaten Gowa mampu melafalkan kata-kata dan kalimat dalam Bahasa Inggris dengan benar dan tepat. Hal ini dibuktikan dengan data bahwa 85% siswa kelas 72 SMP Negeri 2 Kabupaten Gowa mampu melafalkan hampir semua kata dalam Bahasa Inggris. Mereka mampu malafalkan kata-kata dan kalimat dengan stress dan intonasi dengan baik.
Oral Argumentation under Constraints: A Qualitative Study of Critical Thinking in Indonesian Higher Education Gunawan; Sahril; Amirullah Abduh; Samtidar; Muhammad Jafar
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.6216

Abstract

This study aims to explore the constraints that hinder the realization of critical thinking in students’ oral argumentation in higher education contexts. The study employed an interpretive qualitative case study design. The participants were four purposively selected lecturers who teach speaking courses emphasizing argumentative discussion at Universitas Muhammadiyah Bone. They had at least one semester of experience facilitating academic speaking activities and were selected through maximum variation sampling to capture diverse instructional perspectives. Data were collected through classroom observations, audio recordings of academic speaking activities, and interviews with lecturers. Thematic analysis was conducted iteratively to identify recurring linguistic, affective, and pedagogical constraints. The findings indicate that students’ oral argumentation is largely dominated by descriptive claims, with limited use of evidence, warrants, and rebuttals, revealing a gap between students’ critical thinking potential and their oral performance. This gap is affected by related language issues, like having a small vocabulary and not speaking smoothly; emotional factors, such as anxiety and fear of being judged; and teaching conditions, like not having enough training in argumentation and support for academic reading and writing. The study concludes that critical thinking in oral argumentation should be understood as a context-dependent and discursive practice rather than merely an individual cognitive ability. So, the research highlights the importance of teaching methods that combine language skills, emotional support, and clear training in argumentation to help improve critical thinking through speaking in higher education.
Integrating Technology to Foster Critical Thinking Skills in Higher Education Courses: A Survey-Based Study of Lecturers Perceptions Gunawan; Sahril; Abduh, Amirullah; Samtidar
Decode: Jurnal Pendidikan Teknologi Informasi Vol. 6 No. 1: MARET 2026
Publisher : Program Studi Pendidikan Teknologi Infromasi UMK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/decode.v6i1.1497

Abstract

This study examines lecturers’ perceptions of technology integration in fostering students’ critical thinking skills in higher education. Employing a quantitative approach with a survey research design, data were collected from 62 lecturers across various academic disciplines at Universitas Muhammadiyah Bone, Indonesia. A structured Likert-scale questionnaire was used to capture lecturers’ perceptions across three dimensions: personal attitudes, pedagogical understanding, and teaching experience related to technology-supported critical thinking instruction. The data were analysed using descriptive statistics, including frequencies and percentages, with the aid of SPSS for windows (IBSM SPSS statistic 28.0). The findings indicate that lecturers generally demonstrate positive attitudes and high awareness regarding the importance of critical thinking as a core learning outcome in higher education, and they perceive technology as a valuable pedagogical tool for supporting analysis, evaluation, evidence-based argumentation, and metacognitive reflection. Lecturers also reported a relatively strong conceptual understanding of critical thinking frameworks and technology integration principles. However, the results reveal a noticeable gap between lecturers’ perceived readiness and the consistent implementation of complex, technology-based argumentative learning practices. Additionally, perceived challenges related to infrastructure limitations, institutional support, and pedagogical training were identified. This study highlights the need for structured instructional design frameworks and sustained institutional support to translate positive perceptions into effective pedagogical practice. The findings contribute insight into lecturers’ perceptions and inform future efforts to enhance technology-supported critical thinking in higher education.
Co-Authors Abduh, Amirullah Amirullah Abduh Ariyani, Amra Ganteng, Hasriani Gunawan Muhammad Irawan, Andi Muhammad Jafar Munir Safar Nur, Muhammad Sahril Saud, Chaerul Fadlan