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

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Collaborative Learning through Digital Writing: Peer Editing and Feedback in EFL Contexts Ismail Ismail
Majesty Journal 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.v7i1.13

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. While this study highlights the benefits of digital writing for pre-service EFL teacher training, it has certain limitations. First, the small sample size limits the generalizability of findings to a broader population. Second, technical challenges, such as internet access and familiarity with digital tools, may have influenced participants' engagement. Lastly, the study was conducted over a limited timeframe, preventing an assessment of the long-term impact of digital writing on writing proficiency. Future research should examine these aspects by conducting longitudinal studies, exploring diverse digital writing platforms, and assessing scalability across different educational settings. This study contributes valuable insights into the effective integration of digital writing into EFL teacher education.
CLIL in Action: Enhancing Academic Writing and Content Knowledge in Indonesian University Students Ita Sarmita Samad; Ismail Ismail; Mutmainnah M. Dyah; Fatmawati Fatmawati
Majesty Journal 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.v7i1.15

Abstract

This study investigates the effectiveness of Content and Language Integrated Learning (CLIL) in enhancing English writing proficiency and content knowledge among undergraduate students at Universitas Muhammadiyah Enrekang, Indonesia. A mixed-methods design was employed, combining quantitative pre-test and post-test assessments with qualitative surveys and classroom observations. The quantitative results revealed significant improvements in students' writing skills, particularly in structure, coherence, vocabulary, and grammar, with large effect sizes observed across these components. Additionally, students demonstrated considerable gains in their understanding of academic content, specifically in concept comprehension and terminology mastery. The qualitative data further supported these findings, with students reporting increased confidence in their academic writing and better integration of content knowledge and language. Classroom observations indicated that the structured writing tasks within CLIL lessons allowed students to better organize their thoughts and express complex ideas in English. However, the study also identified challenges, particularly in mastering academic terminology and integrating complex content with language learning. These findings suggest that CLIL is an effective pedagogical approach for improving both language proficiency and content knowledge, particularly in non-native English-speaking contexts. The study also highlights the importance of targeted vocabulary instruction and scaffolded content delivery to address the challenges faced by students. The results provide valuable insights into how CLIL can be adapted to enhance the quality of education in Indonesian higher education, particularly in regions with lower English proficiency. Future research could explore the long-term effects of CLIL and its potential for wider implementation across different academic disciplines in Indonesia.
Transforming Lecturer Identity: Exploring the Emotional and Professional Impact of Teaching on Novice Lecturers in Early Career Academia Elihami Elihami; Muwafiq Ibrahim Mas’ud; Hadi Pajarianto; Ismail Ismail; Sri Rosmiana
Majesty Journal 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.v7i1.17

Abstract

This study investigates the emotional and professional impacts of teaching on novice lecturers at Universitas Muhammadiyah Enrekang, focusing on the process of identity transformation. New lecturers face numerous emotional and professional challenges, including stress, role ambiguity, and feelings of isolation, particularly during the initial years of teaching. This research adopts a qualitative approach, using semi-structured interviews with 22 novice lecturers from various academic disciplines to gain insights into their experiences. The study found that institutional support, particularly mentorship from the Chair of the Department and peer collaboration, plays a crucial role in helping lecturers navigate these challenges and develop a professional identity. Although the institution provides some support, findings suggest that more structured mentorship and additional resources are necessary to better support novice lecturers. The study contributes to existing literature on the identity formation of novice lecturers, especially in non-Western academic settings, and highlights the need for tailored support strategies that address the specific challenges faced by new faculty members. These insights are valuable for improving institutional practices and enhancing the professional satisfaction and development of novice lecturers.
A Study on the Transformative Public Library Usage of the Second Semester Students of STKIP Muhammadiyah Enrekang Ita Sarmita Samad; Ismail Ismail
Majesty Journal Vol. 1 No. 1 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i1.18

Abstract

This study was aimed at knowing the extent to which the use of the transformative public library of the second semester students of STKIP Muhammadiyah Enrekang. The subjects of the study were the second semester students of STKIP Muhammadiyah Enrekang in primary school teacher education department. The data was collected through interview. The result shows that the students use the transformative public library in three purposes. The first is as a media to do the assignment from the campus. The second is to read interesting books. The third is to participate in a book fair. Yet, there are some students who never use the facilities given by the public library since they never go there.
Converting a Story from Students’ Own Language in English to Increase Speaking Ability Ismail Ismail
Majesty Journal Vol. 1 No. 1 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i1.19

Abstract

This study aimed to examine whether converting students’ own local stories into English could improve their speaking ability and to identify students’ responses toward the use of short stories in speaking class. The study employed a quasi-experimental design involving 30 fourth-semester students of the English Education Department at STKIP Muhammadiyah Enrekang, who were randomly assigned into an experimental group and a control group, with 15 students in each group. Data were collected through speaking tests and a questionnaire. The speaking test was administered before and after the treatment, while the questionnaire was used to explore students’ responses to the instructional strategy. The findings revealed that the experimental group showed a significant improvement in speaking performance after receiving the treatment through short story conversion and retelling activities, whereas the control group did not show meaningful progress under conventional instruction. The students also expressed positive responses toward the use of short stories, indicating that this strategy helped them speak more confidently, enriched vocabulary use, reduced anxiety, and created a more meaningful speaking experience. The study concludes that converting stories from students’ own language into English is an effective instructional strategy for improving speaking ability in EFL classrooms, particularly because it connects language learning with familiar cultural content and encourages active oral participation.
Improving the students’ writing proficiency through collaborative writing Method Ismail Ismail; Ramadhan Ramadhan
Majesty Journal Vol. 1 No. 1 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i1.24

Abstract

This study aimed to improve students’ writing proficiency through the collaborative writing method at SMA Muhammadiyah Kalosi, Enrekang Regency. The research employed Classroom Action Research conducted in two cycles. The participants were 35 eleventh-grade students. Both quantitative and qualitative data were collected through writing tests, observation, questionnaires, interviews, and diary notes. The writing assessment focused on students’ performance in narrative and recount texts, particularly in the aspects of orientation, complication or events, and resolution or re-orientation. The findings showed a continuous improvement in students’ writing achievement across the cycles. The mean score increased from 61.92 in the preliminary stage to 68.63 in Cycle I and reached 76.66 in Cycle II. The improvement from the preliminary stage to Cycle II was 14.74%. Students’ classroom participation also increased, from 57%–66% in Cycle I to 67%–80% in Cycle II. The results indicate that collaborative writing helped students generate ideas, organize text structure more effectively, and participate more actively in the writing process. The study concludes that collaborative writing is an effective method for improving students’ writing proficiency, especially in composing narrative and recount texts.
The Impact of Interactive Reading Using Local Folktales Stories in Supporting Students’ Vocabulary Achievement in Indonesian EFL Learners Ismail Ismail; Ita Sarmita Samad; Masnur Masnur
Majesty Journal Vol. 1 No. 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.28

Abstract

This study aimed to investigate the impact of interactive reading using local folktale stories on the vocabulary achievement of Indonesian EFL learners and to examine students’ attitudes toward the use of folktales in vocabulary instruction. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 30 eleventh-grade students of SMA Muhammadiyah Kalosi, Enrekang, in the 2015/2016 academic year. Data were collected through vocabulary tests and a questionnaire. The tests were administered as a diagnostic test, Cycle I test, and Cycle II test to measure students’ vocabulary development. The findings showed a substantial improvement in students’ vocabulary achievement across the cycles. The mean score increased from 55.07 in the diagnostic test to 65.36 in Cycle I and reached 82.21 in Cycle II. These results indicate that interactive reading using local folktales effectively improved students’ vocabulary mastery. In addition, the questionnaire results revealed that students responded positively to the use of folktales, particularly in terms of enjoyment, cultural relevance, meaningful input, and vocabulary practice. The study concludes that local folktales provide authentic and engaging reading materials that not only enrich vocabulary learning but also foster positive attitudes toward English learning.
Artificial Intelligence for Educ-AI-tion: AI Integration on Scientific Writing Strategies in Lecturer Training Programs Ismail Ismail; Umiyati Jabri
Majesty Journal Vol. 6 No. 1 (2024): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.35

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.
Scaling Rhizomatic Pedagogy: Strategies for Sustainable Implementation in Diverse Educational Contexts Ismail Ismail
Majesty Journal Vol. 6 No. 1 (2024): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.37

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
Majesty Journal Vol. 6 No. 1 (2024): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.38

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.
Co-Authors Abdul Haling Abdul Haling Al As'ary, Muawal Alfrida, Muthmainnah Aminullah Aminullah Arismunandar Asbar Asbar Asbar Asbar Asbar Asbar Asbar Asbar, Asbar Assidiq, Ilham Beta, Nurlatifa Dedi Setiawan Dian Firdiani Djafar, Suarti Eka Wahyuni Eka Wahyuni Elihami Elihami ELIHAMI, ELIHAMI Elihamid Elihamid Erza Delfira Fatmawati Fatmawati Fatmawati, Fatmawati Fitriyani, Fitriyani Handayani Sura' Handayani Sura’ Haryanti Rukmana Saharuddin Hasan Hasan Hasan Hasan Hasan Hasan Hasrijah Hasrijah Idam Khalid Imam Akbar, Imam Ismaya Ismaya Ita Sarmita Samad 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 Masnur Masnur Mowafg Abrahem Masuwd Muawal Al As'ary Musdalifah Musdalifah Musdalifah Musdalifah Musdalifah Musdalifah Mustakim Mustakim Mustakim Mustakim Mustakim Mustakim Mutmainna Muinuddin M. Dyah Mutmainnah M. Dyah Muwafiq Ibrahim Mas’ud Nadar Nadar Nikita Pramudia Nurlela Baco Nurwahida Nurwahida Nurwahida Nurwahida, Nurwahida Pajarianto, Hadi Puji Yanti Fauziah Putriyani S Rahmat Rahmat Rahmat Rahmat Rahmat Ramadhan Ramadhan Rosmiana, Sri Rosni Rosni Rosni, Rosni S, Putriyani Saidang Saidang Setiawan, Ahmad Fajrin Sheerly Sheerly Sitonda, Syawal Sri Rosmiana Suarti Djafar 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