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All Journal Proceeding International Conference on Education GLENS: Global English Insights Journal Edumaspul: Jurnal Pendidikan Majesty Journal Mahaguru
Asbar Asbar
Universitas Muhammadiyah Enrekang, Indonesia
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Forensic Stylistics in Genre-Based EFL Academic Writing: Linguistic Evidence of Authorship Asbar Asbar; Samsudin Samsudin; Umiyati Jabri; Nurmin Solli
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.643

Abstract

Verifying authorship in student academic writing remains a major challenge in higher education, particularly because plagiarism-detection systems primarily measure text similarity rather than linguistic identity. This study investigates linguistic evidence of authorship in EFL academic writing by integrating forensic stylistics and genre analysis. Using a descriptive qualitative design, the study analysed 56 essays written by 28 undergraduate EFL students in the English Education Department at Universitas Muhammadiyah Enrekang across two writing tasks. The analysis focused on lexical clusters, syntactic constructions, punctuation patterns, and genre staging to identify consistency in authorial style. The findings show that 75% of participants demonstrated stable stylistic fingerprints, while 71% maintained consistent genre realization across essays, indicating that authorial style tends to persist alongside genre mastery. In contrast, 25% of participants displayed stylistic and schematic discontinuities suggesting potential non-authentic authorship, whereas 7% showed inconclusive patterns. These findings suggest that combining forensic stylistics and genre analysis offers a more reliable approach to authorship verification than similarity-based plagiarism detection. This implication becomes increasingly relevant in response to emerging challenges in digital academic writing, including the growing use of digital writing assistance and outsourced academic work.
The Effectiveness of Word Wall Pictures in Enhancing Vocabulary Mastery of Autistic Students at SLBN 1 Enrekang Rahmaeni Rahmaeni; Asbar Asbar; Umiyati Jabri; Sri Rosmiana
Edumaspul: Jurnal Pendidikan Vol. 10 No. 2 (2026): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

Vocabulary mastery plays a crucial role in language acquisition, particularly for students with autism who often experience communication difficulties and limited language development. This study aimed to investigate the effectiveness of word wall pictures in improving the vocabulary mastery of autistic students at Sekolah Luar Biasa Negeri 1 Enrekang. This study employed a pre-experimental design using a one-group pretest-posttest approach. The participants were three fourth-grade autistic students selected through purposive sampling. Data were collected using multiple-choice vocabulary tests administered before and after the treatment. The treatment consisted of six instructional sessions using word wall pictures as visual learning media. The findings revealed a substantial improvement in students’ vocabulary achievement. The mean score increased from 53.33 in the pretest to 91.00 in the posttest. Furthermore, the t-test value (4.797) exceeded the t-table value (4.303) at the 0.05 significance level with two degrees of freedom, indicating a statistically significant difference between pretest and posttest scores. These findings suggest that word wall pictures effectively enhance vocabulary mastery among autistic students by providing meaningful visual support and increasing learning engagement.
Making Uncertainty Productive in EFL Writing: The Curiosity Loop as an Inquiry-Based Pedagogy Asbar Asbar; Ismail Ismail
Majesty Journal Vol. 8 No. 2 (2026): Technology Mediated Langauge Learning, Teaching and Assessment
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v8i2.479

Abstract

Background. Curiosity is increasingly recognized as an important driver of engagement in EFL learning; however, its role in academic writing instruction, particularly in helping students manage uncertainty, develop arguments, and revise ideas, remains underexplored. University EFL learners need learning experiences that encourage questioning, sustained inquiry, and reflective meaning construction rather than dependence on immediate lecturer explanations. Purpose. This study aimed to explore the implementation of the Curiosity Loop in an Essay Writing course, focusing on students’ experiences of wondering, grappling, and discovering, the forms of engagement that emerged, and the pedagogical opportunities and challenges associated with its implementation. Methods. This study employed a classroom-based qualitative case study involving 18 third-semester students of the English Education Study Program at Universitas Muhammadiyah Enrekang. The Curiosity Loop was implemented across eight 100-minute meetings. Data were collected through classroom observations, reflective journals, student-generated inquiry records, writing artifacts, and semi-structured individual interviews with six purposively selected students. The data were analyzed using reflexive thematic analysis supported by deductive and inductive coding. Results. The findings showed that students gradually moved from answer-seeking questions toward more analytical inquiry involving evidence, justification, alternative perspectives, and argument revision. Grappling became productive when supported by appropriate linguistic and pedagogical scaffolding, while discovery was reflected most clearly in substantive revisions of ideas and arguments. The process also facilitated cognitive, behavioral, emotional, and social engagement, although linguistic limitations, unequal participation, and time demands remained challenges. Conclusion. The Curiosity Loop can provide a practical inquiry-oriented framework for EFL academic writing by helping students use curiosity, uncertainty, evidence, interaction, and revision as resources for developing more reflective and defensible arguments.
Optimizing Elementary Students’ Descriptive Writing Skills Through Sequential Picture Media Rahmawati Ismail; Muh. Idham Haliq; Asbar Asbar; Ismail Ismail; Rahmat Rahmat
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 7 No. 1 (2026): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v7i1.300

Abstract

Descriptive writing skills are an essential literacy competence that should be developed from the elementary school level. However, many students still experience difficulties in generating ideas, selecting appropriate vocabulary, organizing sentences coherently, and producing clear descriptive paragraphs. This study aimed to improve the descriptive writing skills of third-grade students at UPT SDN 6 Pinrang through the implementation of sequential picture media. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 20 students. Data were collected through descriptive writing tests, student activity observations, teacher interviews, and documentation. The data were analyzed using quantitative and qualitative descriptive analysis. The results showed an improvement in students’ descriptive writing skills, indicated by the increase in the average score from 62 in the pre-cycle stage to 73 in Cycle I and 83 in Cycle II. Classical mastery improved from 30% to 100%. Student learning activities also increased from 55% in the pre-cycle stage to 83.2% in Cycle II. The findings indicate that sequential picture media helps students develop ideas, enrich vocabulary, organize sentences, and produce more systematic descriptive texts. This media can serve as an alternative instructional strategy in Indonesian language learning to strengthen elementary students’ writing literacy.
Numeracy Anxiety and Mathematics Self-Efficacy in Mathematics Learning: Elementary Students' Perspectives Asbar Asbar; Hasan Hasan; Irman Syarif
Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar  Vol. 6 No. 2 (2025): Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/mgr.v6i2.432

Abstract

Mathematics learning in elementary schools is not only influenced by cognitive abilities, but also by emotional experiences and students' beliefs in their abilities. This study aims to identify the profiles of numeracy anxiety and mathematics self-efficacy and analyze the relationship between these two variables in fifth-grade students of SDN 12 Enrekang. The study used a quantitative approach with a cross-sectional correlational design and involved 10 students through total sampling. Data were collected using a four-level Likert-type Numeracy Anxiety Scale and Mathematics Self-Efficacy Scale. Data were analyzed descriptively and using Spearman correlation. Based on the simulation data, the average numeracy anxiety score was 24.60, while the average mathematics self-efficacy score was 27.40. Most students were in the moderate category for both variables. The correlation analysis showed a strong and significant negative relationship between numeracy anxiety and mathematics self-efficacy (rs = -0.673; p = 0.033). These findings indicate that students with higher numeracy anxiety tend to have lower beliefs in mathematics abilities. The research results provide implications for teachers to build mathematics learning that supports a sense of security, experiences of success, and strengthening students' belief in their abilities.
Transforming EFL Writing through Ecological Genre-Based Pedagogy: Integrating Local Cultural Narratives for Sustainable Literacy Development Asbar Asbar; Nurmin Solli; Samsudin
Proceeding International Conference on Education Volume 04, Agustus Tahun 2026: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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

Abstract

English as a Foreign Language (EFL) writing instruction has traditionally been dominated by decontextualized, structural paradigms that overlook broader cultural and environmental dimensions. Responding to the urgent need for transformative and sustainability-oriented pedagogies, this study investigates how Ecological Genre-Based Pedagogy (EGBP) a synthesis of Systemic Functional Linguistics, ecolinguistics, and culturally responsive pedagogy supports sustainable literacy development through the integration of local cultural narratives. Employing a qualitative exploratory design, the research involved 64 eleventh-grade students across two public senior high schools in South Sulawesi, Indonesia (SMAN 1 Enrekang and SMAN 3 Enrekang). Data were gathered through students' independent and joint writing products, non-participant classroom observations, and semi-structured interviews, and were subjected to rigorous thematic and SFL-based textual analyses. The empirical findings reveal four major dimensions: (1) significant expansion of the ideational metafunction and rich lexical density through familiar local schemas; (2) active socio-ecological stance-taking and appraisal deployment (attitude and graduation) regarding regional environmental vulnerabilities; (3) robust peer scaffolding and dialogic co-construction within the Zone of Proximal Development (ZPD); and (4) profound learner identity transformation from hesitant learners to empowered cultural authors. These findings demonstrate that EGBP successfully bridges rigorous academic writing with local authenticity, offering a robust, culturally responsive framework for fostering sustainable literacy in secondary EFL contexts.
Co-Authors Haliq, Muh Idham Hasan Hasan Irman Syarif Ismail Ismail Ismail Nurmin Solli Rahmaeni Rahmaeni Rahmat Rahmat Rahmawati Ismail Samsudin Samsudin Samsudin Sri Rosmiana Umiyati Jabri