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Majesty Journal
Published by Universitas Muhammadiyah Enrekang
ISSN : -     EISSN : 26570157     DOI : https://doi.org/10.33487/majesty
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
MAJESTY JOURNAL concern in publishing the original research articles, review articles from contributors, and the current issues related to language and linguistics. The main objective of Majesty is to provide a platform for the scholars, academicians, and researchers to share the contemporary thoughts in the fields of language, language teaching, and linguistics. It also aimed to promote interdisciplinary studies in language teaching and linguistics and thus become the leading regional journal. The journal publishes research papers in the all the fields of language, Language Teaching, Linguistics, Education, and other related studies of language.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 77 Documents
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An Analysis of Imperatives Used by the Teacher in EFL-Classroom Interaction in Indonesian Secondary School Rahmaeni, Rahmaeni; Budi, Nurwafiqah Amirah
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8413

Abstract

The way teachers communicate with students significantly affects the success of learning. Giving imperatives is one of the methods teachers use to communicate with students and enhance the effectiveness of the teaching and learning process. This research aimed to analyze the imperatives used by teachers in EFL classroom interactions in Indonesian secondary schools. The study employed a qualitative design. The subjects of the research were a representative English teacher and students from class XI IPS at SMAN 3 Enrekang, selected using a purposive sampling technique. Data were collected through classroom observations, video recordings, and interviews. The data were then analyzed using an interactive model of data analysis, which included data collection, data display, data condensation, and conclusion drawing/verification. The findings revealed that the teacher used different expressions when giving imperatives during the teaching and learning process, including positive, brief, and negative imperatives. The teacher employed imperatives to manage the classroom and instruct students. The use of imperatives was effective because students generally understood the teacher’s expectations, although the teacher sometimes needed to repeat certain imperatives to ensure student compliance. Students were able to grasp the imperatives easily because the teacher usually gave brief instructions. However, when the teacher used a different style of imperative, students sometimes became confused and struggled to respond immediately.
The Synergistic Effects of ICT and Gamification on Reading Literacy in Primary Education Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8536

Abstract

This study investigates the synergistic effects of integrating Information and Communication Technology (ICT) and gamification on reading literacy among elementary school students. The aim was to evaluate how these innovative approaches can enhance reading skills, motivation, and engagement in a classroom setting. A mixed-methods design was employed, involving quantitative assessments of reading comprehension and vocabulary retention, alongside qualitative surveys capturing student experiences. The results indicate that students in the experimental group utilizing gamified ICT applications experienced significant improvements in reading comprehension and vocabulary retention, with a 41% increase compared to a mere 7% for the control group. Qualitative feedback revealed heightened motivation and engagement, supporting the notion that gamification fosters intrinsic motivation in learning. The findings underscore the potential of gamified ICT environments to enhance reading literacy and student engagement, providing valuable insights for educators and policymakers. Future research should focus on larger, diverse samples and longitudinal studies to further explore the effectiveness and sustainability of these innovative educational practices.
Evaluating Project-Based Learning as a Catalyst for Media Literacy Development in Junior High School Students Tini, Tini; Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8537

Abstract

The rapid proliferation of digital media underscores the need for enhanced media literacy, particularly among junior high school students who are increasingly exposed to vast, unverified information sources. This study investigates the effectiveness of Project-Based Learning (PBL) as a catalyst for media literacy development, focusing on students at SMPN 7 Anggeraja, Enrekang Regency, South Sulawesi. The objective was to determine whether PBL could improve students' abilities in accessing, analyzing, and creating media content, while also fostering engagement and collaborative skills. Using a mixed-methods design, this study combined quantitative pre- and post-tests with qualitative interviews and focus groups to capture both measurable outcomes and nuanced insights. Sixty students participated in a six-week PBL intervention, engaging in tasks that required critical evaluation of media sources, identification of media bias, and creation of media content. Pre- and post-intervention assessments revealed statistically significant improvements across all media literacy dimensions, with notable advancements in students’ analytical and creative abilities. Qualitative findings further highlighted increased engagement, motivation, and collaborative skills, as students actively participated in hands-on, group-based projects. These findings underscore PBL’s effectiveness in cultivating critical media literacy competencies and suggest its broader applicability as an educational strategy for fostering digital citizenship skills. By integrating PBL into media literacy curricula, educators can bridge existing instructional gaps, preparing students for responsible media engagement in a complex digital world. This study contributes to the growing body of literature supporting experiential learning models in media literacy education, with recommendations for further research on PBL’s long-term impact and adaptability across diverse educational contexts.
Scaling Rhizomatic Pedagogy: Strategies for Sustainable Implementation in Diverse Educational Contexts Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.8578

Abstract

Education in underserved settings often faces challenges due to rigid pedagogical approaches that limit student engagement and creativity. This study explores the impact of rhizomatic pedagogy on student engagement in a rural Indonesian elementary school, focusing on its ability to foster inclusive and interactive learning environments. The intervention involved 30 fifth-grade students over eight weeks, incorporating culturally relevant content, collaborative projects, and learner-directed activities. A mixed-methods approach combined pre- and post-intervention surveys with classroom observations and teacher interviews to assess engagement levels across cognitive, emotional, and behavioral dimensions. Results showed statistically significant improvements in engagement, with mean scores increasing for cognitive (3.45 to 4.12), emotional (3.22 to 3.98), and behavioral (3.18 to 4.05) dimensions. Qualitative findings highlighted enhanced participation, collaboration, and sustained focus, driven by activities that connected academic content to students’ lived experiences. The teacher emphasized the transformative role of student autonomy and cultural relevance in fostering deeper learning connections. The study’s findings have implications for curriculum design, teacher training, and educational policy, particularly in resource-constrained settings. Rhizomatic pedagogy demonstrates the potential to address key limitations of traditional teaching methods by promoting agency, inclusivity, and contextual learning. Future research should investigate its long-term impact and explore strategies for scaling its implementation in diverse educational environments. This study contributes to the discourse on innovative pedagogies, offering actionable insights for reimagining education in underserved contexts.
Enhancing Active Learning Through Gamified Platforms: Insights from the Implementation of Quizizz in English Language Education Khayrullah, Nur Fitrawan; Umiyati, Umiyati; Samad, Ita Sarmita; Hasan, Hasan
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8580

Abstract

This study aims to determine the effect of the implementation of the Quizizz application on the English learning outcomes of students at MTs. DDI Enrekang. The population of this study was 34 grade VIII students at MTs. DDI Enrekang selected as samples using total samples. This study is quantitative with a pre-experimental one group method. From the output obtained the average pre-test score of students is 47 while for the post-test is 74. The results of the average post-test scores of students are included in the good category. Then if seen from the t-count> t-table which is 13.122> 1.692 then there is a significant influence between variable X on variable Y. So it can be concluded that Ha is accepted while Ho then in this study there is a significant influence in the implementation of the Quizizz application can improve students' English learning outcomes at MTs. DDI Enrekang. For authors who want to conduct similar research on students' English learning outcomes, it is expected to use the latest version of the Quizizz application.
Factors Influencing Students’ Anxiety in Speaking English: A Case Study at SMA Muhammadiyah Kalosi Triastuti, Triastuti; Samad, Ita Sarmita; Rahmaeni, Rahmaeni
Maspul Journal of English Studies Vol 6 No 2 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i2.8582

Abstract

This study investigates the factors influencing students' anxiety in speaking English at SMA Muhammadiyah Kalosi, aiming to identify specific challenges and propose practical solutions to enhance speaking performance. Employing a qualitative case study design, data were collected through semi-structured interviews, classroom observations, and document analysis of 33 high school students. The results reveal that self-perception, fear of ridicule, feelings of inability, lack of preparation, and fear of making mistakes significantly contribute to speaking anxiety. Observational data corroborate these findings, highlighting symptoms like rapid breathing and nervous laughter. Reducing anxiety includes thorough preparation, mental training, and authentic materials like English songs and films. The study emphasizes the importance of a supportive classroom environment and provides insights into effective anxiety management techniques. These findings have implications for English language teaching practices, suggesting that creating a safe space for making mistakes and incorporating engaging materials can enhance students' confidence and speaking skills. The study contributes to the broader discourse on language anxiety and offers a foundation for future research in diverse educational settings.
Analyzing Linguistic Complexity in Students' Presentations: A Multimodal Approach Asbar, Asbar; Hasan, Hasan; Musdalifah, Musdalifah; Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.8669

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.
Integrating Multimedia Presentations to Enhance Linguistic and Digital Literacy in Higher Education Mustakim, Mustakim; Rosmiana, Sri; Ismail, Ismail
Maspul Journal of English Studies Vol 6 No 1 (2024): Curriculum Development
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v6i1.8670

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.
Collaborative Learning through Digital Writing: Peer Editing and Feedback in EFL Contexts Ismail, Ismail
Maspul Journal of English Studies 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.v7i1.8776

Abstract

This study investigated the impact of integrating digital writing tools into pre-service EFL teacher training at Universitas Muhammadiyah Enrekang. The research aimed to understand the effectiveness of this approach in enhancing writing skills, fostering creativity, and promoting engagement. A mixed-methods approach was employed, collecting data through digital essay assessments, reflective journals, a focus group interview, and thematic analysis. The findings revealed strong overall performance in digital essay writing, particularly in content and multimodal features. Qualitative data highlighted increased engagement and motivation, significant skill development, and the crucial role of peer collaboration. Challenges included initial technical difficulties and time management. Six key themes emerged: engagement and motivation, challenges and solutions, skill development, peer collaboration, practicality of digital tools, and creativity and expression. The study demonstrates the potential of digital writing to enhance EFL teacher training, fostering creativity and improving writing skills. However, successful implementation requires adequate training, resource allocation, and careful curriculum design. Future research should explore the long-term impact and investigate diverse pedagogical approaches. This study contributes valuable insights into the effective integration of digital writing into EFL teacher education.
Enhancing Classroom Interaction through Teacher Questioning Strategies: An Analysis of Question Types and Student Engagement in EFL Learning Rahmaeni, Rahmaeni
Maspul Journal of English Studies 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.v7i1.8823

Abstract

Teacher questioning plays a crucial role in shaping student engagement and learning outcomes in English as a Foreign Language (EFL) classrooms. However, previous research indicates that many EFL teachers predominantly use display questions, which limit students' opportunities for critical thinking and communicative competence. This study investigates the types of questions employed by teachers in an EFL classroom at SMAN 3 Enrekang and examines their impact on student participation. Using a qualitative descriptive approach, data were collected through classroom observations and video recordings, which were analyzed using Miles and Huberman’s interactive model. The findings reveal that display questions were the most frequently used, followed by yes/no, referential, and open-ended questions. While display questions effectively assess comprehension, they often elicit brief, factual responses rather than promoting in-depth discussion. In contrast, referential and open-ended questions, though less frequent, encourage longer, more meaningful student responses, fostering higher-order thinking. Challenges such as curriculum constraints, student language proficiency, and teacher questioning habits contribute to the limited use of diverse questioning strategies. These findings suggest that EFL teachers should adopt a more balanced approach to questioning, incorporating both lower-order and higher-order questions to enhance classroom interaction. The study highlights the need for teacher training programs to equip educators with effective questioning techniques and recommends further research on the long-term impact of questioning strategies on language acquisition. By refining classroom discourse, this study contributes to improving pedagogical practices and fostering active student participation in EFL learning environments.

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