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All Journal Journal of Education and Learning (EduLearn) EDULITE: Journal of English Education, Literature and Culture Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra ELS Journal On Interdisciplinary Studies in Humanities Madaniya Mejuajua Seminar Nasional Pengabdian Kepada Masyarakat ELITERATE : Journal of English Linguistics and Literature Studies Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Journal of English Literature and Linguistic Studies (JELLS) PEDAMAS (Pengabdian Kepada Masyarakat) Research and Innovation in Applied Linguistics Innovations in Language Education and Literature International Journal of Language, Education, and Literature (IJLEL) Axiology
Fitriyani Bakri
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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TRAUMA AND RECOVERY IN SELECTED POEMS OF MILK AND HONEY BY RUPI KAUR Bakri, Sri Maulidya; Bakri, Fitriyani
Journal of English Literature and Linguistic Studies Vol 4, No 1 (2025): Journal of English Literature and Linguistic Studies (JELLS) - November 2025
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jells.v4i1.79985

Abstract

This study aims to analyze how the experience of trauma and the process of trauma recovery are represented in selected poems from the book Milk and Honey by Rupi Kaur. The objectives of this study are to (1) identify the depiction of trauma through Lucien Goldmann's (1977) Genetic Structuralism approach, and (2) examine the process of recovery from trauma based on Judith Herman's (2001) Trauma and Recovery theory. The researcher used a descriptive qualitative method and selected poems from the hurting and the healing section of Milk and Honey as primary data. The findings on the poems from the hurting section depict deep psychological trauma through fragmented language and minimalist style. Using Goldmann's genetic structuralism, the researcher found that the trauma depicted in the poems reflects not only personal suffering, but also the collective consciousness of women silenced by patriarchal structures. In addition, other findings show that the poems reflect the three main stages of trauma recovery proposed by Judith Herman: establishing a sense of safety, remembering and mourning, and reconnecting. These stages are found especially in some of the healing chapter poems, where characters express self-empowerment, healing, and emotional recovery after experiencing abuse, violence, and loss
Membangun Kepercayaan Diri Siswa dalam Berbicara Melalui Kegiatan Bercerita (Storytelling) Fitriyani Bakri; Muhammad Hasbi; Abdul Halim; Auliyanti Sahril Nurfadilah; Nur Mutmainnah Halim
Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 2 No. 2 (2025): AXIOLOGY: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Jurusan Bahasa Inggris

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Abstract

Speaking skill is one of the main components in English language learning that requires students’ courage and self-confidence. However, many senior high school students still face psychological barriers in expressing themselves orally. This community service program aimed to enhance students’ confidence in speaking through storytelling activities within the context of English language learning. The program was conducted at SMAN 8 Makassar and involved 23 students who were guided and mentored by a team from the Department of English, Faculty of Languages and Literature, Universitas Negeri Makassar, along with students participating in the Asistensi Mengajar Mandiri (AjarMi) program. The implementation method consisted of three stages: preparation, the storytelling workshop, and evaluation through observation and student reflection. The results of the program indicated a significant improvement in students’ self-confidence, speaking fluency, and expressive ability. This activity also demonstrated effective collaboration among the university, student teachers, and the school in promoting communicative and humanistic language learning.
MENGEMBANGKAN KREATIFITAS SISWA MELALUI PROGRAM CREATIVE DIGITAL LEARNING WITH CANVA Hasbi, Muhammad; Halim, Abd.; Bakri, Fitriyani; Nasta, Mardiyanah; Halim, Nur Mutmainna
Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 2 (2025): Education, Language, and Arts: Jurnal Pengabdian Kepada Masyarakat
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ela.v4i2.1284

Abstract

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kreativitas siswa melalui program Creative Digital Learning di SMA Negeri 8 Makassar. Kegiatan ini melibatkan 28 siswa sebagai peserta yang mengikuti workshop intensif selama sepuluh hari dengan fokus pada pengembangan keterampilan desain digital menggunakan platform Canva. Kegiatan ini dilaksanakan dengan empat tahap pelaksanaan: tahap persiapan (hari 1-2), tahap pembelajaran dasar (hari 3-5), tahap pengembangan (hari 6-8), dan tahap evaluasi dan refleksi (hari 9-10). Data dikumpulkan melalui observasi peserta selama kegiatan berkangsung, wawancara mendalam, dan dokumentasi karya siswa. Analisis dilakukan menggunakan thematic analisis. Hasil dari program ini menunjukkan empat tema utama yang menonjol: peningkatan kepercayaan diri siswa dalam mengekspresikan ide kreatif, pengembangan keterampilan teknis dalam menggunakan tools desain digital, stimulasi kreativitas melalui eksplorasi visual, dan terbentuknya kolaborasi positif antar siswa. Program ini terbukti efektif meningkatkan kemampuan kreatif desain digital siswa dimana mayoritas peserta menunjukkan antusiasme tinggi dan mampu menciptakan karya original yang mencerminkan kreativitas individual mereka. Program Creative Digital Learning with Canva juga berhasil mengembangkan kreativitas siswa dan memberikan keterampilan praktis yang dapat diaplikasikan dalam kehidupan sehari-hari maupun akademik.   This community service program aims to enhance student creativity through the Creative Digital Learning program at SMA Negeri 8 Makassar. Twenty-eight students participated in a ten-day intensive workshop focused on developing digital design skills using the Canva platform. The program consisted of four phases: preparation (days 1-2), basic learning (days 3-5), development (days 6-8), and evaluation and reflection (days 9-10). Data was collected through participant observation, in-depth interviews, and documentation of student work. Thematic analysis was used. The results of the program revealed four main themes: increased student confidence in expressing creative ideas, development of technical skills in using digital design tools, stimulation of creativity through visual exploration, and the formation of positive collaboration among students. The program proved effective in enhancing students' creative digital design skills, with the majority of participants demonstrating high enthusiasm and creating original works that reflected their individual creativity. The Creative Digital Learning with Canva program has also successfully developed students' creativity and provided practical skills that can be applied in both everyday life and academics.
The Implementation of Students' Active Learning (SAL) Approach in Teaching English at SMK Nasional Makassar Widya Astuti Ridwan; Abd Halim; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ynmyv221

Abstract

The objectives of this research were to find out: (1) Interpretation of the Teacher’ perception toward Students’ Active Learning implementation (2) The classroom management of Students Active Learning implementation (3) The strengths of Students’ Active Learning approach in teaching English. To achieve the purpose above, the researcher applied a Descriptive Qualitative Approach. This research was carried out at SMK Nasional Makassar. The subjects of this research were students' and the teacher of classes XI at SMK Nasional Makassar. All of them were chosen by using purposive sampling, it will be narrowed as a sample of 2022-2023 academic years. For the students, the researcher takes the classes taught by the teacher i.e teacher A taught XI TKJ 1 then teacher B taught XI TKJ 2. each class has 30 students. The researcher conducted field research method by using observations (video recording and field notes) and Interviews as the research instrument. It revealed that Students Active Learning (SAL) approach is good. There is a correlation between the Students Active Learning approach and classroom management in the teaching English at SMK Nasional Makassar. The learner is the center point in exploratory teaching and learning. The teacher should be proficient in a variety of techniques and teaching methods that must be used when the learning process is carried out, even though the instructions must be clear to prevent students from becoming confused. The process of classroom management of SAL in classroom, teachers divided the lesson into three activities. They are Pre activity, whilst activity and post activity. The activities in whilst activity involves observing, asking, data collection, associating, and networking where whole the activity is done by the students through the guidance of the teacher. Keywords: Students Active Learning (SAL), Classroom Management of SAL
Strategies for Alleviating Language Anxiety in Students’ Academic Speaking Performance Vina Asterina; Muhammad Tahir; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ft9q6y82

Abstract

Language anxiety represents a significant barrier for English as Foreign Language (EFL) learners, particularly in academic speaking tasks where performance pressure is elevated. This study aimed to identify the strategies second-semester English Literature students employed at Universitas Balikpapan to alleviate anxiety during academic speaking activities. Utilizing a descriptive qualitative research design, data were collected through semi-structured, face-to-face interviews with 20 purposively selected students who reported experiencing speaking anxiety. The interviews consisted of five key questions designed to elicit detailed descriptions of students’ experiences with language anxiety and their coping mechanisms. Thematic analysis revealed four main strategies consistently employed by students to manage language anxiety during academic speaking: preparation, relaxation, conviction, and resignation. Preparation emerged as a frequently reported strategy, wherein students meticulously practised their presentations, organized notes, and rehearsed vocabulary to build confidence (8 students). Relaxation techniques, including deep breathing, positive self-talk, and listening to music before presentations, were widely used to calm nerves (10 students). Conviction involved fostering a mindset of self-belief and positive affirmation, with students recognizing that mistakes are an integral part of learning (3 students). Lastly, some students adopted a strategy of resignation, accepting their anxiety but proceeding with the task regardless, often viewing it as a necessary challenge (2 students). These strategies varied according to individual coping styles and levels of self-efficacy. The findings underscore the importance of managing language anxiety to enhance academic speaking performance. The study recommends that educators cultivate supportive classroom environments and incorporate explicit anxiety-reduction techniques into speaking curricula. This research contributes novel insights by focusing specifically on anxiety management within academic speaking tasks, offering practical guidance for improving pedagogical approaches in EFL education. Future research could explore the long-term effectiveness of these strategies and the impact of instructor-led interventions on students’ anxiety management skills.
Exploring EFL Students’ Perceptions of Self-Affirmation and Speaking Anxiety in an Indonesian Islamic High School: A Phenomenological Study M. David Hidayatulloh; Muhammad Tahir; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/kr3cr544

Abstract

The ability to speak confidently in English remains a major challenge for students in English as Foreign Language (EFL) contexts due to psychological barriers such as anxiety and low self-belief. While self-affirmation has been proposed as a promising strategy to enhance emotional resilience, its application in secondary EFL settings, particularly in non-Western cultures, remains underexplored. This qualitative phenomenological study investigates how students perceive the role of self-affirmation in managing speaking anxiety and enhancing speaking performance in an Indonesian Islamic high school. Data were collected through semi-structured interviews with Grade 11 students and analyzed thematically. Findings revealed that students view self-affirmation as a tool for mental readiness, anxiety reduction, and confidence building—though not a substitute for speaking practice. Fear of social judgment emerged as a key anxiety trigger, and students demonstrated varying self-assessments of their performance. The study concludes that integrating affective strategies like self-affirmation can complement linguistic training and foster emotionally supportive EFL classrooms. This research offers context-specific insights into learner psychology and expands the use of self-affirmation beyond Western academic environments. Keywords: self-affirmation, speaking anxiety, speaking performance, EFL learners, qualitative research, phenomenology, Islamic
Types of Speaking Anxiety Experienced by EFL Students During Classroom Presentations: A Case Study at IAIN Bone Andi Winda Faradiba; Syarifuddin Dollah; Fitriyani Bakri
International Journal of Language, Education, and Literature Vol. 3 No. 1 (2026): January
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/345s2825

Abstract

This study explores the experiences of English as a Foreign Language (EFL) students in dealing with speaking anxiety during classroom presentations at IAIN Bone. Speaking anxiety is a common psychological phenomenon among language learners, particularly when required to speak in front of peers and lecturers. Using a qualitative case study approach, data were collected through semi-structured interviews and classroom observations involving eight students enrolled in an English education program. The findings reveal that students experience anxiety in three major forms: psychological responses such as fear of negative evaluation, overthinking, and self-doubt; physiological reactions including trembling, sweating, dry throat, and increased heart rate; and behavioural manifestations such as avoidance, hesitation, reduced eye contact, and frequent pauses. Students reported that these symptoms significantly limited their ability to express ideas clearly and affected their fluency, confidence, and overall performance during presentations. Although the level and intensity of anxiety varied among participants, all students acknowledged that speaking anxiety had a negative influence on their oral performance. The study highlights the importance of recognizing students’ emotional experiences in EFL classroom practices and calls for the implementation of supportive teaching strategies to reduce anxiety and enhance speaking performance.
PELATIHAN PEMBELAJARAN MEMBACA EXTENSIVE READING BAHASA INGGRIS BERBASIS PBL DAN HEUTAGOGY BAGI GURU BAHASA INGGRIS MADRASAH TSANAWIAH NEGERI (MTSN) 1 MAKASSAR Sahril Nur; Auliyanti Sahril Nurfadhilah; Baharman; Fitriyani Bakri; Muh. Safar Nur
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

Minat baca dan keterampilan membaca pemahaman Bahasa Inggris siswa di Indonesia masih menjadi tantangan utama, seperti yang tercermin dalam Rapor Pendidikan. Di MTsN 1 Makassar, pembelajaran membaca teridentifikasi masih didominasi oleh praktik intensive reading (membaca intensif) yang berfokus pada penyiapan ujian dan mengabaikan pembinaan minat baca. Kegiatan pengabdian kepada masyarakat (PkM) ini bertujuan untuk melatih guru-guru Bahasa Inggris MTsN 1 Makassar dalam merancang program Extensive Reading (ER) atau membaca ekstensif, yang dikelola melalui sinergi Project-Based Learning (PBL) dan Heutagogy. ER adalah fondasi untuk membangun kefasihan dan perolehan kosakata. Heutagogy menyediakan kerangka otonomi siswa (pilihan mandiri), dan PBL menyediakan kerangka asesmen yang otentik (respons kreatif terhadap bacaan). Metode kegiatan adalah pelatihan partisipatif dan lokakarya desain modul ajar. Hasil dievaluasi menggunakan pre-test dan post-test (pengetahuan) serta penilaian produk RPP/Modul Ajar (keterampilan). Hasil menunjukkan peningkatan pengetahuan guru secara signifikan, dengan nilai rata-rata post-test mencapai 82 (kategori Baik) dari nilai pre-test 35 (Sangat Kurang). Selain itu, 100% peserta berhasil merancang draf program ER semesteran yang mengintegrasikan ketiga komponen, dengan ide proyek populer seperti "Podcast Ulasan Buku" dan "Dinding Baca Digital". Pelatihan ini berhasil membekali guru dengan model pedagogis yang komprehensif untuk membina budaya literasi di madrasah.
Visual Storytelling: Peningkatan Kemampuan Menulis Deskriptif Siswa melalui Proyek Digital Scrapbook 'My Dream Destination' Muh. Hasbi; Fitriyani Bakri; Abdul Halim; Mardiyanah Nasta; Nur Mutmainna Halim; Natalia Putri Toding Bua; Nur Alya Safitri Aniar; Iffah Maulidiya; Ratih Tri Andini; Guslin Rusdin
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

Kegiatan workshop Visual Storytelling yang diadakan dalam program English Club di UPT SPF SMP Negeri 1 Makassar bertujuan untuk membantu siswa dalam meningkatkan kemampuan menulis deskriptif melalui proyek digital scrapbook bertema 'My Dream Destination'. Workshop ini dibuat sebagai cara belajar yang berbasis proyek yang menggabungkan keterampilan menulis deskriptif dalam bahasa Inggris dengan kreativitas digital menggunakan aplikasi Canva. Kegiatan ini dilakukan dalam satu hari, yaitu pada Selasa, 28 April 2026, dan melibatkan 21 siswa dari kelas VII dan VIII. Pemateri merupaan gabungan dari tim pengabdi UNM dan tim Asisten Mengajar Mandiri (AjarMI) yang menyampaikan materi dengan cara yang interaktif dan berdasarkan praktik langsung. Setelah menerima penjelasan mengenai materi tentang teksdeskriptif, para siswa diminta untuk membuat digital scrapbook secara individu menggunakan aplikasi atau situs Canva dengan memilih salah satu dari destinasi impian yang paling ingin mereka kunjungi. Di dalam scrapbook harus menambahkan enam komponen yang wajib, yaitu: Nama & Lokasi Destinasi, Gambar/Ilustrasi, Pendapat Pribadi tentang Tempat, Teks Deskriptif, Fakta Menarik tentang Tempat, dan Dekorasi. Hasil dari kegiatan ini menunjukkan adanya peningkatan yang signifikan dalam kemampuan menulis deskriptif siswa serta kreativitas mereka dalam menyajikan konten secara digital. Workshop ini terbukti menjadi model pembelajaran alternatif yang inovatif, menyenangkan, dan sesuai dengan perkembangan era digital.
SIGN OF MOTHERHOOD AND MONSTROSITY IN BLOOD RED SKY MOVIE Sita Aprilia; Fitriyani Bakri; Yunitari Mustikawati
Journal of English Literature and Linguistic Studies Vol 4, No 2 (2026): Journal of English Literature and Linguistic Studies (JELLS)
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jells.v4i2.84190

Abstract

Film functions as a powerful cultural medium that communicates social values, identities, and ideologies through visual and narrative signs, making it an important site for examining representations of gender and motherhood in contemporary cinema. While previous studies on horror films have largely discussed maternal figures from feminist perspectives or idealized constructions of motherhood, less attention has been paid to the symbolic and ideological meanings that emerge when maternal identity intersects with monstrosity. This study analyzes how motherhood and monstrosity are constructed and interconnected in the character of Nadja in Blood Red Sky (2021) by applying Roland Barthes’s semiotic theory of denotation, connotation, and myth. We employed a qualitative descriptive method with purposive sampling, and examined selected key scenes through visual and narrative signs such as color symbolism, lighting, facial expressions, body movement, and cinematographic techniques. The findings show that motherhood is represented through emotional care, moral responsibility, and ultimate sacrifice, while monstrosity is framed as a transformative process driven by maternal necessity rather than as a purely destructive force. At the mythic level, the film naturalizes the ideology that maternal love can legitimize transformation, violence, and self-sacrifice, positioning the maternal body as a space where vulnerability and power coexist. This study offers a novel contribution by demonstrating that monstrosity in Blood Red Sky is not opposed to motherhood but becomes an integral part of it. These findings are significant for literary and film studies because they expand semiotic and feminist readings of maternal figures, showing how contemporary narratives reinterpret motherhood as a complex, ambivalent, and ideologically negotiated identity rather than a fixed or purely nurturing role.
Co-Authors A Halim Abd. Halim Abdul Halim Abdul Halim Abdullah Abdullah Adi Isma Akhmad Affandi Alya Zalsabila Amalia, Meriani Andi Winda Faradiba Auliyanti Sahril Nurfadhilah Auliyanti Sahril Nurfadilah Baharman Bakri, Sri Maulidya Burhamzah, Muftihaturrahmah Guslin Rusdin Halim, Abd Halim, Nur Mutmainna Halim, Nur Mutmainnna Hasnirah Hasnirah Hasnirah, Hasnirah Iffah Maulidiya Iskandar Iskandar Ismail Anas M. David Hidayatulloh Mardiyanah Nasta Muh Safar Nur Muh. Fauzan Fahriyah Pattisahusiwa Muh. Hasbi Muh. Hasbi Muh. Miftahul Khaer Muhammad Hasbi MUHAMMAD HASBI Muhammad Tahir Munir Munir Murni Mahmud Natalia Putri Toding Bua Nur Alya Safitri Aniar Nur Fitriani NUR FITRIANI Nur Mutmainna Halim Nur Mutmainna Halim Nur Mutmainnah Halim Nur Mutmainnna Halim Nur, Muh. Safar Ratih Tri Andini Rizki Fauzi Sahril Nur Sarlin, Sarlin Sita Aprilia Sukardi Weda Syarifuddin Dollah Vina Asterina Widya Astuti Ridwan Yuni Anggraeni Yunitari Mustikawati