Garuda - Garba Rujukan Digital

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

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

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.

THE EFFECT OF DIGITAL THINK-PAIR-SHARE STRATEGY VIA PADLET ON EFL STUDENTS' SPEAKING SKILLS AT SMKN 5 ENREKANG Dian Amanda; Ismail; Sri Rosmiana; Asbar; Umiyati Jabri
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16253

This research investigated the effect of the Digital Think-Pair-Share (TPS) strategy via Padlet on the speaking skills of eleventh-grade EFL students at SMKN 5 Enrekang. Speaking was identified as a persistent challenge for vocational high school students, who frequently demonstrated limited fluency, restricted vocabulary, inaccurate pronunciation, and high speaking anxiety as a result of teacher-centered instruction. A quantitative quasi-experimental design was employed, involving 45 students divided into an experimental group (n = 22), taught using Digital TPS via Padlet, and a control group (n = 23), taught using the Role Play method. Both groups completed a pre-test and a post-test assessed through a speaking rubric covering fluency, pronunciation, vocabulary, and grammatical accuracy. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, and paired and independent samples t-tests with SPSS version 25. The results showed that the experimental group's mean score increased from 46.45 to 64.14, a gain of 17.69 points, whereas the control group improved only marginally from 39.78 to 41.61. The independent samples t-test yielded t = 5.040, df = 34.500, p < .001, with a mean difference of 22.53 points favoring the experimental group, while the paired samples t-test confirmed a significant pre-to-post improvement in the experimental group (p < .001) but not in the control group (p = .586). These findings indicate that the Digital Think-Pair-Share strategy via Padlet was significantly more effective than the Role Play method in enhancing EFL students' speaking skills. The study recommends that English teachers adopt Digital TPS via Padlet as a structured, technology-supported, and student-centered approach to speaking instruction in vocational secondary schools.

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

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.

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

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.

Integrating Multimedia Presentations to Enhance Linguistic and Digital Literacy in Higher Education Mustakim Mustakim; Sri Rosmiana; 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.v6i1.39

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.

Collaborative Story Construction via the Exquisite Corpse Game to Improve EFL Narrative Writing Performance Asbar Asbar; Ismail Ismail; Sri Rosmiana; Hasan Hasan; Elihami Elihami
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.v8i1.159

Background. Writing skill is a crucial component in English as a Foreign Language (EFL) learning, particularly in narrative text writing, which requires learners to integrate idea generation, organization, and linguistic accuracy. However, many EFL students still experience difficulties in developing coherent narratives, elaborating ideas, and maintaining plot unity, indicating the need for more interactive and collaborative learning approaches. Purpose. This study aims to investigate the implementation of collaborative story construction through the Exquisite Corpse game and to examine its effectiveness in improving students’ narrative writing performance and their learning responses. Methods. This research employed an embedded mixed-methods design with a one-group pretest–posttest approach. The participants were 30 fourth-semester students of the English Education Study Program at Universitas Muhammadiyah Enrekang. Data were collected through narrative writing tests, classroom observations, field notes, and questionnaires. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Results. The findings revealed a significant improvement in students’ narrative writing performance, with mean scores increasing from 50.40 in the pretest to 73.47 in the posttest. The improvement was supported by a very large effect size (Cohen’s d = 3.49). All aspects of the narrative writing rubric showed improvement, particularly coherence and unity of plot. Observation data indicated active student participation, idea negotiation, and collaborative revision during the learning process. Questionnaire results further showed that students responded positively to the intervention, especially in terms of engagement, creativity, and narrative awareness. Conclusion. Collaborative story construction through the Exquisite Corpse game is an effective pedagogical strategy for enhancing EFL students’ narrative writing skills and fostering positive learning engagement in higher education 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

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.

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