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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa ELT Worldwide: Journal of English Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Panrannuangku Jurnal Pengabdian Masyarakat Seminar Nasional Pengabdian Kepada Masyarakat ELITERATE : Journal of English Linguistics and Literature Studies Tamaddun IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Seminar Nasional Hasil Penelitian LP2M UNM Journal of English Literature and Linguistic Studies (JELLS) Celebes Journal of Language Studies PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal MediaTIK Journal of Teaching and Education for Scholars
Auliyanti Sahril Nurfadhilah
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Optimalisasi Penggunaan Media Visual dalam Pengajaran Grammar yang Efektif dan Interaktif bagi Guru Bahasa Inggris Nurfadhilah, Auliyanti Sahril; Nur, Muh. Safar; Rosalia, Harnita; Abdullah, Ahmad Rizal; Syamsuddin, Muhammad Rifqi
IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Vol 5, No 2 (2025): IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat
Publisher : Univeristas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/iptek.v5i2.80823

Abstract

Abstrak . Pengajaran grammar (tata bahasa) dalam Bahasa Inggris sering dianggap sebagai materi yang sulit dan membosankan bagi siswa SMP. Permasalahan ini turut dihadapi oleh mitra pengabdian, yakni guru-guru Bahasa Inggris di SMPN 5 Gowa, yang masih cenderung menggunakan metode konvensional berbasis teks. Kegiatan pengabdian kepada masyarakat (PKM) ini bertujuan untuk memberikan pelatihan dan pendampingan kepada guru-guru dalam mengoptimalisasi penggunaan media visual yang efektif dan interaktif untuk pengajaran grammar. Metode pelaksanaan kegiatan adalah lokakarya partisipatif yang meliputi tiga tahap: (1) Persiapan, berupa analisis kebutuhan mendalam menggunakan Focus Group Discussion (FGD); (2) Pelaksanaan, berupa lokakarya (workshop) yang mencakup sesi brainstorming, pemaparan materi tentang landasan teoritis media visual (Teori Kognitif Multimedia), dan praktik terbimbing pembuatan media; serta (3) Evaluasi, menggunakan model Kirkpatrick level 1 (Reaksi) melalui angket dan level 2 (Pembelajaran) melalui pre-test dan post-test. Hasil kegiatan menunjukkan peningkatan signifikan pada pemahaman guru, di mana nilai rata-rata post-test (85) jauh lebih tinggi dari pre-test (55). Selain itu, 100% peserta memberikan respon positif (reaksi) dan menyatakan materi sangat relevan. Kegiatan ini berhasil mentransformasi wawasan dan motivasi guru untuk menerapkan metode pengajaran grammar yang lebih kreatif, visual, dan interaktif. Kata Kunci: Media Visual, Pembelajaran Grammar, Pengajaran Grammar, Media Interaktif
THE MAN'S FRAGILITY OF THE MALE MAIN CHARACTER IN THE BARBIE MOVIE (2023) David, Deva Putri; Mustikawati, Yunitari; Nurfadhilah, Auliyanti Sahril
ELITERATE : Journal of English Linguistics and Literature Studies Vol 4, No 3 (2025): 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.v4i3.79321

Abstract

This study offers a valuable contribution to the intersection of psychology and literature, as well as provides insights for the general public regarding the portrayal of male fragility and its underlying causes. The purpose of this research is to analyze how male fragility is reflected in the main male character, “Ken,” and to examine the reasons behind the emergence of this fragility in the Barbie film by Greta Gerwig and Noah Baumbach (2023). The analysis employs critical discourse analysis based on Fairclough’s (2013) framework to explore the complex interplay between power relations and societal norms conveyed through cinematic elements, focusing particularly on the character of Ken. A qualitative descriptive method is used to interpret these findings. The study reveals that Ryan Gosling’s character demonstrates various forms of masculine fragility, including emotional expressiveness, physical inadequacy, intellectual inferiority, subordination to women, failure to fulfill masculine expectations in work-related contexts, and sexual inadequacy. The research also identifies several causes of Ken’s fragility, namely rigid masculine norms, identity discrepancies, conformity pressures, societal expectations, and cultural norms. These findings lead to the conclusion that the Barbie movie (2023) not only presents a critique of patriarchy but also highlights the negative impacts of masculinity norms on men who become trapped within societal expectations. The male fragility portrayed through Ken reflects a widely relevant gender issue, in which men often experience emotional vulnerability due to social and cultural pressures to conform to restrictive masculine ideals.
Unlocking Learner Potential Through Well-being: A Conceptual Framework for Integrating Positive Psychology to Foster Deep English Language Learning Nur, Sahril; Sakkir, Geminastiti; Nurfadhilah, Auliyanti Sahril
Journal for Teaching and Education for Scholars Vol 2 No 2 (2025): JOTES: November (2025)
Publisher : Yayasan Cendekiawan Indonesia Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59065/jotes.v2i2.244

Abstract

Second language (L2) learning is often undermined by significant psychological barriers like anxiety and fragile motivation, trapping students in surface-level memorization. This conceptual paper proposes a fundamental paradigm shift from a deficit-remediation model to one centered on fostering learner well-being. Drawing on a systematic literature review, we introduce 'Positive Language Pedagogy,' a framework integrating the five pillars of positive psychology's PERMA model (Positive Emotions, Engagement, Relationships, Meaning, Accomplishment). We argue that this systematic integration proactively dismantles affective filters, cultivates intrinsic motivation, and builds psychological resources essential for deep learning. The result is a pathway toward not only linguistic competence but also the development of resilient, autonomous, and confident language learners.
Before the First Draft: A Mixed-Methods Needs Analysis of EFL Student Interest in A Positive Psychology-Based Professional Writing Course Nur, Sahril; Nurfadhilah, Auliyanti Sahril; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.76810

Abstract

This mixed-methods study analyzes the need for a professional writing course for L2 students based on Positive Psychology (PP). It surveyed 70 third-semester EFL students at Universitas Negeri Makassar, categorized by academic achievement, on their interest in a PP-based curriculum focusing on Meaning, Accomplishment, Relationships, and Engagement. While all students showed high interest in the course's career relevance, significant differences emerged in their reception of PP pedagogy. Low-achieving students were most interested in strengths-based, confidence-building aspects, often due to past negative feedback experiences. High-achieving students were more motivated by authentic, real-world challenges. The findings reveal that even innovative pedagogies are not one-size-fits-all, highlighting the necessity of a pre-curricular diagnostic approach to meet the diverse cognitive and affective needs of students.
The Flourishing Language Learner: A Systematic Review of Positive Psychology and Motivation in English Language Learning Sahril Nur; Auliyanti Sahril Nurfadhilah
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i2.2914

Abstract

The field of second language acquisition has witnessed a "positive turn," shifting focus from learner deficits to the factors that enable learners to thrive. This systematic review synthesizes and critically examines the nexus of positive psychology (PP) and motivation within diverse English language learning contexts—English as a Foreign Language (EFL), English as a Second Language (ESL), and native speaker (L1) literacy—from 2015 to 2024. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, we conducted a comprehensive search of major academic databases (Scopus, Web of Science, ERIC, PsycINFO), yielding 68 empirical studies that met our inclusion criteria. Thematic analysis of these studies revealed several key findings. First, research is dominated by a few cores PP constructs, namely grit, growth mindset, foreign language enjoyment (FLE), and resilience, with learner well-being emerging as a holistic and integrative concept. Second, these PP constructs demonstrate a strong, positive mediational or predictive relationship with key motivational frameworks, particularly Dörnyei's L2 Motivational Self System. Third, significant contextual disparities exist: the bulk of research is situated in EFL contexts, focusing on classroom-based emotions and academic achievement; ESL research highlights resilience and socio-cultural adaptation; and the L1 context remains critically under-explored, with a focus on academic mindset rather than language-specific motivation. Finally, a growing number of studies propose and test PP-informed pedagogical interventions, such as gratitude journaling and strengths-based feedback, demonstrating promising but nascent evidence of their efficacy. This review consolidates a decade of research, highlighting the crucial role of positive psychological attributes in sustaining motivation for language learning. It concludes by outlining critical gaps in the literature and proposing a research agenda that calls for more longitudinal, interventionist, and contextually diverse studies to build a more comprehensive understanding of how to foster flourishing English language learners.
Co-Authors Abdullah Abdullah Abdullah, Ahmad Rizal Ahmad Talib Ahmad Thalib Akhmad Affandi Alfirah, Syarifa Anugrah, Nur Fitri Ardiansyah Ahmad Arif, Citra Ainun Atpas, Andi Anggun Burhamzah, Muftihaturrahmah David, Deva Putri Eva Meizara Puspita Dewi Geminastiti Sakkir Halim, Abd Ice Trisnawati Idrus, Sheila Jamilah Jamilah Kadang, Kristiani Irma Kelbulan, Beno Khadijah, St M. Miftach Fakhri Mardiyanah Nasta Mardiyanah Nasta Muh. Safar Nur Muhammad Basri Muhammad Safar Nur Murni Mahmud Mustikawati, Yunitari Nina Ariani Nur, Muh. Safar Nur, Riola Haya Rosalia, Harnita Sahril Nur Sahril Nur Syamsuddin, Muhammad Rifqi Wisran, Wisran