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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Edumaspul: Jurnal Pendidikan Majesty Journal
Sri Rosmiana
Universitas Muhammadiyah Enrekang, Indonesia
Education Languange, Linguistic, Communication & Media

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Exploring Challenges in Learning English: A Qualitative Case Study of Teacher Education Students in Indonesia Restuti Nursafitri; Ita Sarmita Samad; Sri Rosmiana; Mustakim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 8 No. 2 (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.v8i2.2600

Abstract

This study explores the English learning difficulties faced by elementary school teacher education students in the Intensive English Program at Muhammadiyah University of Enrekang. Using a qualitative research design, data were collected through semi-structured interviews and document analysis involving 25 students from the 2020–2021 academic year. The study specifically examines the challenges these students encounter with grammar comprehension, vocabulary retention, and pronunciation fluency. Key findings reveal that these difficulties are exacerbated by psychological barriers such as anxiety, traditional teaching methods, and limited exposure to English outside the classroom. The research underscores the need for innovative, student-centered teaching strategies and contextualized learning methods to address these challenges. Practical solutions proposed include using interactive and communicative approaches, providing regular and constructive feedback, and fostering a supportive learning environment. These recommendations aim to improve English learning outcomes, contributing to the broader discourse on English as a Foreign Language (EFL) education. This study’s novel contribution lies in its specific focus on the unique learning difficulties encountered by students in the Indonesian context, offering actionable strategies for overcoming these barriers in similar settings.
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

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Abstract

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.
From Scrolling to Learning: Students’ Perceptions of Instagram for English Reading Comprehension Sri Rosmiana; Riska Riska; Firawan Firawan; Mutmainnah Mutmainnah; Musdalifah Musdalifah
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.v5i2.190

Abstract

The integration of social media into English language learning has created new opportunities for students to access authentic materials, improve engagement, and develop language skills beyond the classroom. This study aimed to investigate students’ perceptions of using Instagram to support English learning, particularly in enhancing reading comprehension. The study employed a qualitative descriptive design involving 15 students from the English Education Department at Universitas Muhammadiyah Enrekang. Data were collected through a questionnaire consisting of 30 statements distributed using Google Forms. The findings revealed that students generally had positive perceptions of Instagram as a learning medium. Most students agreed that Instagram supported their reading activities by providing accessible, interesting, and varied English content. The highest percentage showed that 47% of students agreed that Instagram helped them during reading-based learning activities, while only 7% disagreed. These results indicate that Instagram can encourage students to read English texts more actively, identify difficult vocabulary or expressions, and summarize reading content more effectively. However, students also encountered several obstacles, including poor internet connection and technical problems with mobile devices. Overall, the study suggests that Instagram can be used as a supportive digital learning platform to enhance students’ English reading comprehension when integrated appropriately into language learning activities.
ArguMap-AI: An Intelligent Claim–Evidence Mapping System for EFL Academic Writing Mustakim Mustakim; Ismail Ismail; Sri Rosmiana; Ita Sarmita Samad
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.v8i2.490

Abstract

Background. Artificial intelligence is increasingly used to support EFL academic writing; however, most existing tools emphasize language correction, text generation, or general feedback rather than helping students examine the underlying structure of argumentative reasoning. In particular, EFL learners often experience difficulty connecting claims with relevant and sufficient evidence. Purpose. This study aimed to develop and evaluate ArguMap-AI, an intelligent claim–evidence mapping system designed to support argumentative writing by identifying argumentative components, visualizing claim–evidence relationships, and providing diagnostic feedback for revision. Methods. The study employed a design and development research approach supported by mixed-method evaluation. Participants were 21 fifth-semester students enrolled in the Writing Project course in the English Education Study Program at Universitas Muhammadiyah Enrekang during the 2025–2026 academic year. Data were collected through initial and revised argumentative drafts, an analytic writing rubric, ArguMap-AI-generated maps and feedback records, student perception questionnaires, and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative data were examined thematically. Results. The findings showed improvement across all assessed dimensions of argumentative writing, with the largest gains occurring in claim–evidence alignment, reasoning and explanation, and evidence relevance and sufficiency. The mean total writing score increased from 18.19 to 26.33. Students generally perceived the visual mapping and diagnostic feedback as useful for identifying unsupported claims and improving revision decisions. Challenges included occasional component misclassification, complex visual maps in longer texts, and the continuing need for lecturer guidance. Conclusion. ArguMap-AI shows potential as an intelligent reasoning scaffold for EFL academic writing by helping students visualize, evaluate, and revise argumentative relationships while preserving learner decision-making.
Co-Authors Asbar Asbar Firawan Firawan Ismail Ismail Ita Sarmita Samad Musdalifah Musdalifah Mustakim Mustakim Mustakim Mutmainnah Mutmainnah Rahmaeni Rahmaeni Restuti Nursafitri Riska Riska Umiyati Jabri