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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JoEELE Maspul Journal of English Studies (Majesty)
Musdalifah Musdalifah
Universitas Muhammadiyah Enrekang
Education Languange, Linguistic, Communication & Media Social Sciences

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Writing Strategies Used by High-Achieving Students in Academic Writing Aisyah Indira; Musdalifah Musdalifah; Sri Rosmiana; Asbar Asbar
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.v11i2.5652

Abstract

Academic writing is a fundamental competency in higher education, requiring students to develop structured arguments, integrate credible sources, and maintain coherence throughout their writing. This study investigates the academic writing strategies employed by high-achieving students, focusing on five key themes: pre-writing strategies, effective use of academic sources, drafting and structuring arguments, revision and self-editing techniques, and time management. Employing a qualitative case study approach, this research was conducted at Universitas Muhammadiyah Enrekang, involving 15 fifth-semester students from the English Education Department who had successfully completed the Academic Writing course with outstanding academic performance. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify patterns in students’ writing strategies. The findings reveal that high-achieving students systematically engage in pre-writing planning, utilize effective citation and paraphrasing techniques, structure their arguments logically and coherently, revise their work through multiple drafts and peer feedback, and employ disciplined time management strategies to optimize their writing process. These results suggest that explicit instruction in academic writing strategies, integrated peer-review practices, and the use of digital writing tools can significantly enhance students' academic writing proficiency. The study provides pedagogical implications for improving academic writing instruction, particularly in English as a Foreign Language (EFL) 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.
Exploring AI-Based Learning Tools for Personalized English Learning: Learners' Experiences at English House Language Center Adam Rahman Arif; Mustakim Mustakim; Hasan Hasan; Musdalifah Musdalifah; Sri Rosmiana
Journal of Excellence in English Language Education Vol 5, No 3, July (2026): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/joeele.v5i3, July.88398

Abstract

Artificial Intelligence (AI)-based learning tools have become increasingly popular in supporting personalized English learning. However, limited research has explored their use in non-formal language learning contexts. This qualitative descriptive study investigates the use of AI-based learning tools to support personalized English learning at English House Language Center. Data were collected through questionnaires, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The study explores how learners use AI-based learning tools, the benefits they experience, and the challenges they encounter. The findings are expected to provide insights into the role of AI in promoting learner autonomy, personalized learning, and flexible English learning while identifying challenges related to technology use and teacher support. This study contributes to the growing literature on AI-assisted English language learning.
Co-Authors Adam Rahman Arif Aisyah Indira Asbar Asbar Asbar Asbar Hasan Hasan Ismail Mustakim Mustakim Sri Rosmiana