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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 KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Edumaspul: Jurnal Pendidikan
Ismail
Universitas Muhammadiyah Enrekang
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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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.
Analyzing Linguistic Complexity in Students' Presentations: A Multimodal Approach Asbar, Asbar; Hasan, Hasan; Musdalifah, Musdalifah; 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.v6i1.8669

Abstract

This study investigates linguistic complexity and multimodal strategies in student presentations, aiming to enhance understanding of effective communication in educational settings. The research employs a qualitative approach, analyzing verbal and non-verbal features from video recordings, interviews, and presentation materials of seventh-semester students. Results indicate a wide range of linguistic abilities, with vocabulary diversity and sentence complexity varying significantly among participants. Multimodal strategies, particularly the integration of verbal, visual, and gestural elements, were found to significantly enhance audience engagement. Challenges such as anxiety, language barriers, and technical difficulties were identified, with strategies like peer practice and feedback proving beneficial. The study highlights the importance of targeted support and technical training to improve presentation skills. These findings contribute to the existing knowledge by emphasizing the value of multimodal communication and suggesting practical approaches for educators. Future research could explore skill development over time and the impact of multimodal strategies in diverse educational contexts.
Integrating Multimedia Presentations to Enhance Linguistic and Digital Literacy in Higher Education Mustakim, Mustakim; Rosmiana, Sri; 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.v6i1.8670

Abstract

The digital era has transformed education, making linguistic and digital literacy essential skills for success. This study aimed to evaluate the impact of multimedia presentations on these literacies within the English Education Program at Universitas Muhammadiyah Enrekang. Using a mixed-methods approach, the research measured improvements in students' skills through pre-test and post-test assessments, multimedia artifact evaluations, reflective journal entries, and lecturer observations. The results revealed significant enhancements in both linguistic and digital literacy, with students demonstrating improved language use and technical proficiency. Thematic analysis of journal entries highlighted skill development and challenges, emphasizing the importance of a supportive learning environment. Lecturer observations confirmed high levels of engagement and collaboration. The study underscores the need for innovative pedagogical frameworks and professional development for educators to effectively integrate multimedia tools. These findings contribute to the existing knowledge by demonstrating the potential of multimedia presentations to enhance educational outcomes and prepare students for the demands of the modern world. Future research should explore the long-term effects of multimedia tools on literacy development and consider cultural factors in educational strategies.
A Rhizomatic Approach in Elementary Reading Comprehension Strategies: Encouraging Dynamic Connections with Local Literature Ismail, Ismail; Khalid, Muh. Idham; Mahyuddin, Muhammad Junaedi; Musdalifah, Musdalifah; Djafar, Suarti; Suparman, Suparman
KOLEKTIF: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol. 1 No. 2 (2024): December
Publisher : CV ALFA EDU KARYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70078/kolektif.v1i2.41

Abstract

This study explores the effectiveness of a rhizomatic approach in enhancing reading comprehension through the integration of local literature at SD Negeri 161 Enrekang, South Sulawesi, Indonesia. Literacy skills, particularly reading comprehension, are critical for academic success, yet traditional teaching methods often fail to engage students or foster critical thinking. While rhizomatic learning has proven effective in higher education, its application in primary education remains underexplored. This study employed a mixed-methods design, incorporating classroom observations, analysis of students' written responses, and pre-test and post-tests to measure the impact of this approach on student engagement and comprehension. The findings revealed significant improvements in reading comprehension, with students demonstrating greater engagement and the ability to make personal and cultural connections with the texts. These results suggest that the rhizomatic approach, integrated with local literature, can create a more interactive and meaningful learning experience for young learners. The study emphasizes the importance of culturally relevant texts in enhancing literacy skills and provides insights into the potential of non-linear learning frameworks in primary education. Further research is recommended to examine the long-term effects and scalability of this approach.
Collaborative Learning through Digital Writing: Peer Editing and Feedback in EFL Contexts Ismail, Ismail
Maspul Journal of English Studies Vol 7 No 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v7i1.8776

Abstract

This study investigated the impact of integrating digital writing tools into pre-service EFL teacher training at Universitas Muhammadiyah Enrekang. The research aimed to understand the effectiveness of this approach in enhancing writing skills, fostering creativity, and promoting engagement. A mixed-methods approach was employed, collecting data through digital essay assessments, reflective journals, a focus group interview, and thematic analysis. The findings revealed strong overall performance in digital essay writing, particularly in content and multimodal features. Qualitative data highlighted increased engagement and motivation, significant skill development, and the crucial role of peer collaboration. Challenges included initial technical difficulties and time management. Six key themes emerged: engagement and motivation, challenges and solutions, skill development, peer collaboration, practicality of digital tools, and creativity and expression. The study demonstrates the potential of digital writing to enhance EFL teacher training, fostering creativity and improving writing skills. However, successful implementation requires adequate training, resource allocation, and careful curriculum design. Future research should explore the long-term impact and investigate diverse pedagogical approaches. This study contributes valuable insights into the effective integration of digital writing into EFL teacher education.
Nurturing Writing Confidence: A Case Study on the Effects of Free Writing in an EFL Classroom Erza Delfira; Asbar Asbar; Umiyati Jabri; Ismail Ismail
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 2 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i2.5653

Abstract

This case study investigates the impact of free writing activities on students' confidence in writing English as a Foreign Language (EFL). Conducted at SMPN 5 Anggeraja with 20 students, the study examines how the integration of free writing influences students' writing confidence, comfort with writing tasks, perceptions of their writing abilities, and reduction in writing anxiety. Data was collected through semi-structured interviews conducted after three free writing sessions, which were observed by the researcher across 16 classroom meetings. The findings revealed that free writing significantly improved students' confidence in writing, as many students felt freer to express their ideas without the pressure of grammatical accuracy. Additionally, the study found that students became more comfortable with writing tasks, with 17 out of 20 students reporting increased engagement in writing activities. Students also reported enhanced perceptions of their writing abilities, with many expressing improved fluency and organization. Furthermore, a majority of students experienced a reduction in writing anxiety, as they began to approach writing tasks with greater ease. These findings suggest that free writing is an effective method for fostering writing confidence and reducing anxiety in EFL classrooms. The study underscores the importance of providing students with opportunities for low-pressure writing activities that prioritize content and self-expression over grammatical accuracy.
Deep learning to optimize literacy intervention with educational games in elementary schools Ismail Ismail; Rahmat; Muhammad Junaedi Mahyuddin; Ita Sarmita Samad; Suarti Djafar
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 14 No. 1 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v14i1.21665

Abstract

This study examines the impact of deep learning-supported game-based learning on literacy skills in primary school students in Indonesia. A four-month intervention involving 32 fifth-grade students used adaptive educational games to target phonemic awareness, vocabulary, and reading comprehension. Utilizing a quasi-experimental design with pre-test and post-test assessments, the study found an average literacy score increase of 31.84 points post-intervention. Students from lower socioeconomic backgrounds showed the greatest improvement, indicating the potential of adaptive, technology-assisted education to reduce learning disparities. The use of deep learning models to personalize feedback and adjust content to individual needs was key to enhancing student engagement. The findings suggest that integrating deep learning with game-based learning can significantly boost literacy outcomes, especially in under-resourced settings. Further research is recommended to evaluate these interventions across broader populations and extended timelines
The Influence of English Camp in Improving Speaking Skill of English House Course Students in Maroangin Kabupaten Enrekang Mustakim Mustakim; Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol 2 No 2 (2018): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v2i2.10

Abstract

The objective of the research is to improve speaking skill of English House Course students through English camp strategy. This was an pre-experimental research using one group on pre-test and post-test design, the population of this research was the students of English House Course which has 80 students. Because the total number of the population was big enough, the researcher took 20 samples and applied random sampling technique; it means that one class of the population were taken as samples and the data was analyzed into percentage, mean score analyzes and the value of the t-test. The result of the data analyzes shows that the students’ achievement on the pre-test was 71,7 and post-test was 86,1. This shows that English camp is a good strategy in English learning process at the students of English House Course Maroangin. After analyzing the data by using the t-test formula, the result of the t-test value (11,86) was greater than t-table value (2,093). This indicated that the hypothesis of research is accepted. There is a significant Influence of English camp program towards the students’ achievement in English learning process. The researcher does English camp in English House Course Maroangin Kabupaten Enrekang for five days and it gives positive effect of students’ skill in speaking. All item of learning achievement able to improve the students’ speaking skill.
The Contribution of English Gossip Magazine on Students’ Enthusiasm in Speaking Ability Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol 1 No 2 (2017): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v1i2.21

Abstract

This current study sought to reveal the impacts of corpus-based activities on verb-noun collocation learning in EFL classes. This study was carried out on two groups – experimental and control groups- each of which consists of 15 students. The students were preparatory class students at School of English Department, STKIP Muhammadiyah Enrekang. Before the treatment, a pretest was administered to both groups. The results of the pretest demonstrated that there was not significant difference between the control and the experimental group. Throughout the study, the experimental group was taught speaking through English Gossip Magazine materials taken from webzines, and the control group was taught through a conventional method. The results demonstrated that there is a statistically significant difference between experimental and control group in terms of the type of treatment, which signifies that English Gossip Magazine as a resource of learning material activities has a significant contribute on speaking development in EFL classes.
Is it Application of Extended Writing Truly Push Writing Student Ability? Ismail Ismail
Edumaspul: Jurnal Pendidikan Vol 1 No 2 (2017): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v1i2.22

Abstract

The extended writing allowed the incorporation of the process into the assessment of writing skills and encouraged increased students autonomy. The research was conducted through a classroom action research (CAR) that comprising 18 students. The results of the student's writing text in the cycle 1 and cycle 2 had increased in different scores. The means scores in data source where 61.67 become 63.61 in cycle 1, and after revision, in the cycle 2, the mean score in cycle 2 was 74.72 by application of extended writing project assessment. The successful minimal criterion (KKM) was 70. It can be seen that the application of Extended Writing Project Assessment was increased significantly. The most obvious consequence of this is that the ideas presented by the students are better, and the time needed to complete an essay is much more efficient.
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 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 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 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 Tini, Tini Ukkas Ukkas Ukkas, Ukkas Umiyati jabri Umiyati Jabri Wisnah Syari Wiwi Widiawati Yunus Busa Yunus Busa Yuspa Kurnia