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Challenges in Grammar Learning Among EFL Students: A Case Study of an Indonesian University Mustakim Mustakim; Nur Musfirah Jaya; Umiyati Jabri
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 1 (2025): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v8i1.2598

This study investigates the grammar learning difficulties faced by first-semester English Education students at Muhammadiyah University of Enrekang. A qualitative research approach was employed, involving semi-structured interviews and document analysis of 14 students' academic records. The data were analyzed using thematic analysis, focusing on identifying recurring patterns in the students' experiences and challenges. The findings reveal three main categories of difficulties: cognitive challenges, instructional shortcomings, and environmental constraints. Cognitive challenges include struggles with understanding fundamental grammar concepts, such as tenses and subject-verb agreement, compounded by difficulties in retaining rules and applying them in practical contexts. Instructional shortcomings emphasize monotonous teaching methods, lack of contextualized practice, and insufficient feedback, which hinder students' progress. Environmental constraints, including limited exposure to English and inadequate social support, exacerbate these challenges. The study highlights the importance of adopting interactive, student-centered teaching methods and integrating grammar instruction into broader language skills. Practical recommendations include the use of innovative strategies such as project-based learning, grammar-focused digital tools, and the creation of English-speaking environments. These findings provide valuable insights for educators and policymakers to enhance the effectiveness of grammar instruction in EFL contexts and improve student outcomes.

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

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

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

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.

The Problem Faced by International Internship Students in Conducting Teaching Practices at Southern Thailand Fatmawati Fatmawati; Umiyati Jabri; Ita Sarmita Samad
Majesty Journal Vol. 4 No. 2 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i2.173

The international internship program was the topic of this research provides opportunities for students to be involved in community service conducted abroad. This research was qualitative by taking data from eight students who participated in this international internship program. The results of this study used a descriptive method. This study aims to analyze the problems faced and the solutions used by the intern students of the Muhammadiyah University of Enrekang batch 2. The results of this study indicate that there are 8 problems faced by interns, including administrative problems, health, psychological, culture shock, language barriers, teaching assignments, social, and available facilities. Apart from the problem, this research also includes the solutions used by the interns to solve these problems. With this research, it can be used as a reference or guideline for students who want to take part in international internships later.

The Influence of a Contextualized KUKIS Handbook on Elementary Students’ English Vocabulary Achievement Umiyati Jabri; Ismail Ismail; Ilham Assidiq; Ita Sarmita Samad; Ahmad Fajrin Setiawan
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.185

This study investigated the influence of a contextualized handbook developed through the KUKIS Program on elementary students’ English vocabulary achievement. Vocabulary mastery is a fundamental component of language learning, particularly for young learners who require meaningful and contextualized instructional support. The study employed a quantitative approach using a pre-experimental One-Shot Case Study design. The participants were 35 fifth- and sixth-grade students of SD Negeri 110 Lura, selected through purposive sampling. Data were collected using a vocabulary achievement test consisting of ten items, which were subjected to validity and reliability analyses before administration. The data were analyzed using descriptive statistics, normality testing, linearity testing, and simple linear regression analysis with the assistance of SPSS 17.0. The findings revealed that the instrument was valid and reliable, with a Cronbach’s Alpha coefficient of 0.623. The regression analysis showed a strong positive relationship between the use of the KUKIS handbook and students’ English vocabulary achievement (R = 0.89), with a coefficient of determination of 0.78. The regression equation, Y = 7.06 + 0.89X, indicated that increased utilization of the handbook was associated with higher vocabulary achievement. Furthermore, the significance value (p < .05) confirmed that the handbook had a statistically significant influence on students’ English vocabulary learning. The findings suggest that contextualized instructional materials incorporating familiar visual representations can effectively support vocabulary acquisition among elementary school learners. Therefore, the KUKIS handbook can be considered a valuable learning resource for improving English vocabulary achievement in primary education settings.

Enhancing Student Reading Skill through Strategy of Directed Reading Thinking Activity (DRTA) Umiyati Jabri; Nurmi Nadhira
Majesty Journal Vol. 2 No. 2 (2020): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v2i2.202

This research examines the effect of the DRTA strategy as an effort in enhancing the students' reading comprehension skills in class V SD 41 Enrekang. A research methodology is a quantitative method for classroom action research. This review focuses on student learning outcomes and processes. The study was conducted at Enrekang 41 Elementary School, Enrekang, with the subject of the fifth-grade students of Enrekang 41 Elementary School, Enrekang, consists of 21 students. The CAR is carried out in four stages: planning, implementing actions, observing, and reflecting. From the implementation obtained data collected by learning outcomes tests. Then the data is analyzed and processed quantitatively. The results of the study showed that Directed Reading Thinking Activity (DRTA) in the first cycle is in the less category (K), and after the second cycle action is carried out, there is an improvement in students’ scores and has reached the specified indicators. From the result, the researcher concludes that the students' reading comprehension skills in Indonesian subjects in class V SD 41 Enrekang, Enrekang Regency has an improvement after applying of the strategy of Directed Reading Thinking Activity (DRTA).

Overcoming the Shock of Foreign Cultures through Cross-Cultural Understanding Mustakim Mustakim; Umiyati Jabri
Majesty Journal Vol. 2 No. 2 (2020): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v2i2.203

This paper seeks to slightly explore the issue of cross-cultural understanding that might be beneficial for lecturers of the Muhammadiyah University of Enrekang who have won further study scholarships abroad as well as lecturers who are planning to continue their studies abroad. Understanding different cultures are extremely fundamental as a result of the absence of information culture assumes a job in the utilization of improper correspondence language. Elements of contrasts in an individual's way of life can likewise make individuals look prejudiced toward individuals with various societies. As a lecturer who will be assigned to study abroad, it is very important to "interpret" the behavior, attitudes, and communication styles of people from various cultures. Sometimes hinder a person to be able to complete studies abroad is not because of limited intelligence but because of limited ability to understand and accept the new culture contained in the destination country to learn. We hope that this paper can provide a little inspiration for prospective scholarship recipients of foreign scholarships to prepare themselves as well as possible including non-academic factors.

The Implementation of Communicative Language Teaching (CLT) in Teaching English Umiyati Jabri; Ita Sarmita Samad
Majesty Journal Vol. 3 No. 1 (2021): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v3i1.208

This research was aimed at finding out the way of the teacher in implementing of Communicative Language Teaching (CLT) in teaching English at class of SMPN 1 Enrekang, exploring the media, problems, and types of CLT activities that students prefer. The population of this research was the teachers and the students of SMPN 1 Enrekang. The sample was three teachers and two classes. In this research, the data were obtained through three kinds of instruments namely, observation checklist, interview, and questionnaire. The result showed the ways of teacher in implementing of CLT were the teachers used principles of CLT methodology stated by Richards (2006:13). Moreover, the researcher found two other ways. Firstly, the teacher always tried to use creative ways/activities in applying Richards’s principles of CLT methodology in order not only to motivate and interest but also to decrease the boredom of students in learning English. Secondly, the teacher showed her sympathy, sensitivity, and understanding to their students’ needs and problems. Generally the problems encountered by the teachers were the students rarely communicated with others using English in daily life so they are lack of English proficiency. The media used by teacher were authentic materials, non-authentic material, listening exercises, internet, and computer based program. The result of questionnaire calculation is about 49.71. This result is in like categories as stated in Liker scale. Based on the data, the top rank of CLT activities that students prefer was task completion activities (100% of students).

Beyond Grammar Correction: Targeted Micro-Revision as a Scaffold for EFL Academic Writing Development Ismail Ismail; Umiyati Jabri
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.v8i2.239

Background. Revision is a crucial component of academic writing; however, many EFL students still experience difficulties revising their drafts beyond surface-level grammar correction. In higher education contexts, students need explicit and manageable instructional support to revise paragraph organization, coherence, evidence, sentence clarity, and academic word choice. Purpose. This study aimed to examine the implementation of targeted micro-revision exercises and explore their contribution to students’ writing revision skills in an Academic Writing course. Methods. This study employed a classroom-based qualitative case study supported by descriptive analysis of students’ writing drafts. The participants were 22 fourth-semester students in the English Education Study Program at Universitas Muhammadiyah Enrekang. Data were collected through students’ initial and revised drafts, classroom observation notes, targeted micro-revision checklists, pinpoint peer review sheets, and student reflection questionnaires. The data were analyzed using descriptive and thematic procedures. Results. The findings showed that targeted micro-revision exercises were implemented through orientation, a specific revision focus, lecturer modelling, guided practice, individual revision, peer review, checklist use, feedback, and reflection. Students’ writing improved across ten assessed aspects, with the mean total score increasing from 20.95 in the initial drafts to 30.73 in the revised drafts. Students also responded positively to the exercises, particularly to lecturer modelling, checklist use, and gradual revision. Conclusion. Targeted micro-revision exercises can function as a practical scaffold for developing EFL students’ academic writing revision skills, although continued support is needed in grammar, evidence explanation, and coherence development.

Low-Cost STEM for Meaningful Learning with Local Materials in Resource-Constrained Elementary Schools Ita Sarmita Samad; Ismail Ismail; Umiyati Jabri
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.v6i2.430

Limited resources should not restrict students’ opportunities to experience meaningful STEM learning. This study aimed to analyze the implementation of low-cost STEM using local materials and examine the integration of science, technology, engineering, and mathematics in learning activities among fifth-grade students at UPT SDN 6 Pinrang, Indonesia. A qualitative case study design was employed involving 27 students. Data were collected through classroom observations, student activity sheets, designs and prototypes, documentation, and student reflections, and were analyzed through data condensation, categorization, presentation, and interpretation. The findings showed that readily available local materials could support STEM experiences through problem identification, concept exploration, solution design, construction, testing, evaluation, and redesign. STEM integration was evident when students applied scientific concepts to understand phenomena, used tools and materials purposefully, engaged in engineering design processes, and employed measurement to support decision-making. The activities also provided opportunities for collaboration, problem-solving, and scientific reflection. The study concludes that low-cost STEM using local materials offers a practical and contextual pedagogical strategy for creating meaningful learning experiences through accessible resources.

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