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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra JoEELE Journal of Social and Scientific Education Majesty Journal
Musdalifah Musdalifah
Universitas Muhammadiyah Enrekang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
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.
Students’ Self-Perceived English Communication Skills Before and After an International Internship Program in Taiwan Dyita Dyita; Hasan Hasan; Ismail Ismail; Musdalifah Musdalifah; Sri Rosmiana
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.828

Abstract

International internship programs are widely promoted as a bridge between classroom English instruction and authentic workplace communication, yet few studies examine Indonesian interns using a design that captures the true direction of change in their communication skills. This study aimed to describe and examine whether Indonesian students' self-perceived English communication skills, namely speaking confidence and listening comprehension, differed significantly before and after undertaking an international internship program in Taiwan. A quantitative retrospective post-then-pre survey design was used, in which 40 Indonesian interns working in Taiwan's hospitality, restaurant, food processing, factory, and catering sectors, selected through purposive sampling, rated their perceived skills for both time points within a single 20-item Likert-scale questionnaire. Data were analyzed using the Shapiro-Wilk normality test on the difference scores and paired samples t-tests, with Cohen's dz reported as the effect size. The four measurement sets showed high reliability (Cronbach's Alpha = 0.932 to 0.954). Results showed that students' self-perceived speaking confidence (M = 33.68 to 37.88), listening comprehension (M = 33.93 to 37.48), and overall communication skills (M = 67.60 to 75.35) all increased significantly after the internship (p < .05 for all three comparisons), moving from a neutral or moderate perception to a positive or high perception. However, the effect sizes were only medium (dz = 0.53 to 0.60), indicating that although the improvement was statistically significant, it was moderate rather than dramatic in magnitude. These findings suggest that the international internship in Taiwan is associated with a real but modest improvement in students' self-perceived oral communication skills. Universities are recommended to pair internship placement with structured pre-departure speaking and listening training, and future research is encouraged to use objective language assessments and larger, more diverse samples to confirm these self-reported gains.
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.
Animation Movies as Multimodal Input for Improving EFL Students’ Narrative Writing Skills Nur Afni; Sri Rosmiana; Musdalifah Musdalifah
Majesty Journal Vol. 8 No. 1 (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.v8i1.273

Abstract

Background. Narrative writing remains a challenging skill for many EFL students because it requires the ability to generate ideas, organize story events, select appropriate vocabulary, apply grammatical structures, and construct coherent texts. In vocational secondary school contexts, students often experience difficulty transforming ideas into well-structured English narratives due to limited vocabulary, weak sentence construction, and low writing motivation. Animation movies offer multimodal input through visual, auditory, and narrative elements that may support students in understanding story structure and developing written texts. Purpose. This study aimed to improve eleventh-grade students’ narrative writing skills through the integration of animation movies as multimodal input in an EFL writing classroom. Methods. The study employed classroom action research based on Kurt Lewin’s model, consisting of planning, acting, observing, and reflecting. The participants were 21 students of class XI TKJ at SMKN 05 Enrekang, Indonesia. Data were collected through writing tests, classroom observations, questionnaires, and teacher interviews. Quantitative data were analyzed using mean scores and mastery percentages, while qualitative data were interpreted descriptively to examine students’ engagement and classroom responses. Results. The findings showed a gradual improvement in students’ narrative writing performance across the research cycles. The mean score increased from 66.19 in the pre-test to 72.57 in post-test 1 and 77.90 in post-test 2. The percentage of students who achieved the Minimum Mastery Criterion also increased from 28.57% in the pre-test to 47.61% in post-test 1 and 76.19% in post-test 2. Qualitative findings indicated that animation movies helped students generate ideas, identify characters, organize story sequences, understand conflicts and resolutions, and participate more actively in writing activities. Conclusion. Animation movies can serve as effective multimodal input for enhancing EFL students’ narrative writing skills. Their effectiveness is stronger when supported by teacher scaffolding, vocabulary guidance, story mapping, and structured writing activities.
Co-Authors Adam Rahman Arif Aisyah Indira Asbar Asbar Asbar Asbar Dyita Dyita Hasan Hasan Ismail Mustakim Mustakim Nur Afni Sri Rosmiana