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All Journal Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Maspul Journal of English Studies (Majesty) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra EduPsyCouns: Journal of Education, Psychology and Counseling Maspul Journal of Community Empowerment Mahaguru: Jurnal Pendidikan Guru Sekolah Dasar Majesty Journal Ta'dib KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Edumaspul: Jurnal Pendidikan
Ismail
Universitas Muhammadiyah Enrekang
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Majesty Journal

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The Effect of formative assessment on students’ grades in learning English Ismail Ismail; Tini Tini
MAJESTY JOURNAL Vol 2 No 1 (2020): Majesty: Language Education, CCU and Blended Learning
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v2i1.315

Abstract

Objective: Assessment is an important for learning and teaching and is an important component for further development if they use the right approach. This study focuses primarily on how formative assessment, as a type of favorable assessment, can be an effective contributor to increasing student motivation in learning English. Method: This study explores the results of formative assessments through questionnaires for 24 students and 5 for teachers, in the SMA 1 Alla-Enrekang, where English is taught as a foreign language. Result: It is assumed that formative assessment has a major influence on what students learn and how the teacher validates. Discussion: Formative assessment can help teachers anticipate initial concerns for student disparity in the development of learning. Therefore, this assessment method cannot accurately assess the frequency of student acquisition, because it varies from one teacher to another and subjects with other subjects.
The Effectiveness Material Based Stories in Improving Students Reading Comprehension Hasan Hasan; Ismail Ismail
MAJESTY JOURNAL Vol 2 No 1 (2020): Majesty: Language Education, CCU and Blended Learning
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v2i1.332

Abstract

This research was intended to explain the students reading comprehension through material based stories at the eighth grade of SMP Negeri 1 Maiwa Kabupaten Enrekang in the 2017/2018 academic year. This research used a quasi-experimental method class. It had conducted into two groups namely the experimental group and control group. The Sample in this research were 44 students. The researcher took real data from class to know the students reading comprehension. The instrument of this research was pre-test-posttest with multiple choice, T/F and read test. From these findings, there was a significant effect on the students reading comprehension through material based stories. The data was analyzed by using a t-test and the result showed that the t-test value 4.629 was higher than the t-table value 2.021. It meant that there was a significant difference between students’ reading achievement before and after the treatment through the stories. It concluded that material based stories can be used in improving the reading comprehension of the students.
ELSA Speak Application as a Supporting Media in Enhancing Students’ Pronunciation Skill Ita Sarmita Samad; Ismail Ismail
MAJESTY JOURNAL Vol 2 No 2 (2020): Majesty: Language Education and Distance Learning
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v2i2.510

Abstract

This research aimed at verifying the effectiveness of using ELSA Speak Application in enhancing students’ pronunciation skills. It applied a quantitative method. Specifically, it used a pre-experimental research design. The population was the English study program students of STKIP Muhammadiyah Enrekang. The sample was the first semester students in the academic year 2018/ 2019. It was chosen through purposive sampling technique by considering that the sample took the pronunciation course at that time. The data were collected through pre-test and post-test which was conducted using the recording. The data attained were analyzed statistically. The result shows that the pre-test means the score is 1.96 while the post-test mean score is 5.79 by applying 0.05 level of significance with 29 degrees of freedom (29), the t-test 6.28 was higher than the t-table 1.699. It indicated that the use of ELSA Speak application is effective in enhancing the pronunciation skill of the first semester students of STKIP Muhammadiyah Enrekang.
The Influence of Handbook Made By KUKIS Program to Student English Vocabulary jabri, Umiyati; Ismail, Ismail; Assidiq, Ilham; Samad, Ita Sarmita; Setiawan, Ahmad Fajrin
Maspul Journal of English Studies Vol 5 No 2 (2023): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.5839

Abstract

This study examines the effect of utilizing a handbook developed within the KUKIS program on enhancing students' English vocabulary. Research was conducted in SD Negeri 110 Lura with a population were students of V and VI. The research was carried out using experimental research with a Pre-experimental Research Design with The One-Shot Case Study. Data of research statistical was analyzed by the model of simple linear regression. Results of the analysis indicated that the correlation coefficient value was 0.87 and the determination coefficient value was 0.75. Based on the result, it can be assumed that there is a very high positive linear influence of the handbook made by the KUKIS Program on students’ English vocabulary at English learning with a contribution of 76% and equation regression is Y =0.75X+ 7.06. These outcomes underscore the substantial positive impact of integrating the KUKIS Program handbook in enhancing students' English vocabulary in an instructional context.
Exploring the Impact of Educational Gamification on Students’ Academic Achievement in Learning English at Junior High School Ismail, Ismail
Maspul Journal of English Studies Vol 5 No 2 (2023): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.7087

Abstract

This research aims to evaluate the impact of implementing gamification in English language teaching on the academic performance of junior high school students, focusing on the context of SMPN 5 Enrekang, Indonesia. The study is based on the understanding that English education plays a crucial role in the development of student's communication skills but faces challenges such as the lack of appeal in conventional teaching methods and the limitations of interactivity in traditional learning. Descriptive analysis results indicate that before the intervention, the average pretest scores of both groups were relatively comparable, demonstrating the equivalence of students' prior knowledge. However, after the intervention, the experimental group showed a significant improvement in post-test scores, while the control group experienced a lower increase. These findings suggest that gamification has a greater positive impact on enhancing the English language proficiency of students compared to traditional teaching methods. This research contributes to the education literature by highlighting the potential of gamification in addressing challenges in English language learning at the junior high school level. The results also provide practical guidance for educators in designing innovative and effective learning strategies to enhance student motivation and academic achievement. Thus, the implementation of gamification is expected to be a step towards improving the holistic and relevant quality of education.
Project-Based Learning in Fostering Narrative Writing Skills in English Language Acquisition Ismail, Ismail
Maspul Journal of English Studies Vol 5 No 2 (2023): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.7202

Abstract

The study aims to evaluate the impact of Project-Based Learning (PBL) on the English narrative writing skills of second-semester students in the English Language Education program at Muhammadiyah University Enrekang, Indonesia. The research employs an experimental design, utilizing pretest and post-test scores as quantitative measures. The PBL intervention, focused on narrative writing, spans seven weeks, incorporating various aspects of writing skills. The study's location is Muhammadiyah University Enrekang, with a sample of 22 students from the English Education study program. Ethical considerations are addressed through informed consent from participants and relevant approvals. Data collection involves pre and post-tests, as well as writing portfolios assessed using rubrics. The intervention instrument includes a structured learning plan and activities, emphasizing collaboration, grammar, vocabulary, and narrative development. Analysis of the paired sample t-test reveals a statistically significant improvement in students' narrative writing skills after PBL implementation, with a p-value of 0.0005. The mean scores show a notable increase from 12.68 to 19.68. Detailed analysis indicates improvements in content construction and language use, with significant enhancements in grammar and word choice. The findings suggest that PBL positively impacts students' narrative writing skills, aligning with previous research. The study contributes insights for educators, curriculum developers, and policymakers seeking evidence-based practices to enhance English language education. The research emphasizes the relevance of innovative approaches, such as PBL, in shaping proficient and globally competent language learners.
Artificial Intelligence for Educ-AI-tion: AI Integration on Scientific Writing Strategies in Lecturer Training Programs Ismail, Ismail; Jabri, Umiyati
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.7611

Abstract

The use of artificial intelligence (AI) in the context of education has become an increasingly relevant topic in the modern era. This study aims to explore the integration of AI into lecturer training programs at Universitas Muhammadiyah Enrekang, focusing on the development of effective scientific writing strategies. A qualitative approach with a case study design is employed in this research, involving interviews with lecturers and training instructors, observation during training sessions, and analysis of relevant training program documents. The findings highlight the need for AI integration in the development of scientific writing skills, as well as various strategies that can be implemented in training programs. Challenges and opportunities related to this integration are also identified. This study contributes to understanding the importance of AI usage in education and the professional development of lecturers, particularly at Universitas Muhammadiyah Enrekang.
The Synergistic Effects of ICT and Gamification on Reading Literacy in Primary Education Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8536

Abstract

This study investigates the synergistic effects of integrating Information and Communication Technology (ICT) and gamification on reading literacy among elementary school students. The aim was to evaluate how these innovative approaches can enhance reading skills, motivation, and engagement in a classroom setting. A mixed-methods design was employed, involving quantitative assessments of reading comprehension and vocabulary retention, alongside qualitative surveys capturing student experiences. The results indicate that students in the experimental group utilizing gamified ICT applications experienced significant improvements in reading comprehension and vocabulary retention, with a 41% increase compared to a mere 7% for the control group. Qualitative feedback revealed heightened motivation and engagement, supporting the notion that gamification fosters intrinsic motivation in learning. The findings underscore the potential of gamified ICT environments to enhance reading literacy and student engagement, providing valuable insights for educators and policymakers. Future research should focus on larger, diverse samples and longitudinal studies to further explore the effectiveness and sustainability of these innovative educational practices.
Evaluating Project-Based Learning as a Catalyst for Media Literacy Development in Junior High School Students Tini, Tini; Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8537

Abstract

The rapid proliferation of digital media underscores the need for enhanced media literacy, particularly among junior high school students who are increasingly exposed to vast, unverified information sources. This study investigates the effectiveness of Project-Based Learning (PBL) as a catalyst for media literacy development, focusing on students at SMPN 7 Anggeraja, Enrekang Regency, South Sulawesi. The objective was to determine whether PBL could improve students' abilities in accessing, analyzing, and creating media content, while also fostering engagement and collaborative skills. Using a mixed-methods design, this study combined quantitative pre- and post-tests with qualitative interviews and focus groups to capture both measurable outcomes and nuanced insights. Sixty students participated in a six-week PBL intervention, engaging in tasks that required critical evaluation of media sources, identification of media bias, and creation of media content. Pre- and post-intervention assessments revealed statistically significant improvements across all media literacy dimensions, with notable advancements in students’ analytical and creative abilities. Qualitative findings further highlighted increased engagement, motivation, and collaborative skills, as students actively participated in hands-on, group-based projects. These findings underscore PBL’s effectiveness in cultivating critical media literacy competencies and suggest its broader applicability as an educational strategy for fostering digital citizenship skills. By integrating PBL into media literacy curricula, educators can bridge existing instructional gaps, preparing students for responsible media engagement in a complex digital world. This study contributes to the growing body of literature supporting experiential learning models in media literacy education, with recommendations for further research on PBL’s long-term impact and adaptability across diverse educational contexts.
Scaling Rhizomatic Pedagogy: Strategies for Sustainable Implementation in Diverse Educational Contexts Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.8578

Abstract

Education in underserved settings often faces challenges due to rigid pedagogical approaches that limit student engagement and creativity. This study explores the impact of rhizomatic pedagogy on student engagement in a rural Indonesian elementary school, focusing on its ability to foster inclusive and interactive learning environments. The intervention involved 30 fifth-grade students over eight weeks, incorporating culturally relevant content, collaborative projects, and learner-directed activities. A mixed-methods approach combined pre- and post-intervention surveys with classroom observations and teacher interviews to assess engagement levels across cognitive, emotional, and behavioral dimensions. Results showed statistically significant improvements in engagement, with mean scores increasing for cognitive (3.45 to 4.12), emotional (3.22 to 3.98), and behavioral (3.18 to 4.05) dimensions. Qualitative findings highlighted enhanced participation, collaboration, and sustained focus, driven by activities that connected academic content to students’ lived experiences. The teacher emphasized the transformative role of student autonomy and cultural relevance in fostering deeper learning connections. The study’s findings have implications for curriculum design, teacher training, and educational policy, particularly in resource-constrained settings. Rhizomatic pedagogy demonstrates the potential to address key limitations of traditional teaching methods by promoting agency, inclusivity, and contextual learning. Future research should investigate its long-term impact and explore strategies for scaling its implementation in diverse educational environments. This study contributes to the discourse on innovative pedagogies, offering actionable insights for reimagining education in underserved contexts.
Co-Authors Al As'ary, Muawal Aminullah Aminullah Asbar Asbar Asbar Asbar Asbar Asbar, Asbar Assidiq, Ilham Dian Firdiani Djafar, Suarti Eka Wahyuni Eka Wahyuni ELIHAMI, ELIHAMI Elihamid Elihamid Erza Delfira Fitriyani, Fitriyani Handayani Sura’ Hasan Hasan Hasan Hasan Hasan Hasan Hasrijah Hasrijah Imam Akbar Irman Syarif Ismaya Ismaya Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad Ita Sarmita Samad, Ita Sarmita Jabri, Umiyati Khalid, Muh. Idham Lutfi Wibawa M. Yunus Sudirman Mahyuddin, Muhammad Junaedi Masnur Masnur Mowafg Abrahem Masuwd Muawal Al As'ary Musdalifah Musdalifah Musdalifah Musdalifah Mustakim Mustakim Mustakim Mustakim Mustakim Mustakim Muthmainnah Alfrida Mutmainna Muinuddin M. Dyah Nadar Nadar Nurlatifa Beta Nurlela Baco Nurwahida Nurwahida Nurwahida Nurwahida, Nurwahida Puji Yanti Fauziah Rahmat Rahmat Rahmat Rosmiana, Sri Rosni, Rosni S, Putriyani Saidang Saidang Setiawan, Ahmad Fajrin Sheerly Sheerly Sitonda, Syawal Suarti Djafar Sunarti Sunarti Suparman Suparman Syarif, Irman Syawal Sitonda Tini Tini Tini Tini Tini Tini Tini, Tini Ukkas Ukkas Ukkas, Ukkas Umiyati Jabri Umiyati jabri Wisnah Syari Wiwi Widiawati Yunus Busa Yunus Busa Yuspa Kurnia