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All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Didaktik : Jurnal Ilmiah PGSD STKIP Subang JoEELE Maspul Journal of English Studies (Majesty)
Sri Rosmiana
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.
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.
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

Abstract

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.
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.
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

Abstract

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.
Co-Authors Adam Rahman Arif Aisyah Indira Asbar Asbar Asbar Asbar Dian Amanda ELIHAMI, ELIHAMI Hasan Hasan Ismail Musdalifah Musdalifah Mustakim Mustakim Muwafiq Ibrahim Mas’ud Pajarianto, Hadi Umiyati jabri