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Dr. Ismail, M.Pd.
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Maspul Journal of English Studies (Majesty)
Published by Universitas Muhammadiyah Enrekang
ISSN : -     EISSN : 26570157     DOI : https://doi.org/10.33487/majesty
Core Subject :
Maspul Journal of English Studies (MAJESTY) is an academic journal that provides a scholarly forum for the exchange of ideas, research findings, and current developments in the broad field of English studies. The journal welcomes contributions from academics, researchers, lecturers, teachers, and practitioners from diverse institutions and disciplinary backgrounds. MAJESTY focuses on English language teaching, applied linguistics, linguistics, literature, translation, literacy, discourse studies, cultural studies, and other relevant areas within English studies. Through this scope, the journal seeks to contribute to the advancement of knowledge, theory, and practice that support language learning, communication, literacy development, intercultural understanding, and educational innovation.
Arjuna Subject : -
Articles 32 Documents
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Aligning Teacher Knowledge with the Science of Reading: Evidence from Structured Literacy Implementation in Elementary Classrooms Ismail Ismail; Rahmat Rahmat; Abdul Haling; Nikita Pramudia
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.v8i1.3

Abstract

Background. The science of reading emphasizes explicit, systematic, and cumulative early literacy instruction, yet gaps often persist between teachers’ conceptual knowledge and classroom practice, especially in rural schools. Purpose. This study examined teachers’ knowledge alignment with the science of reading, the quality of structured literacy implementation, and the relationship between both constructs. Methods. Using a quantitative correlational design, data were collected from 14 early-grade teachers in two rural public elementary schools in South Sulawesi, Indonesia. Teachers completed a science-of-reading-aligned knowledge assessment, and their instruction was observed twice using a structured literacy observation rubric. Descriptive statistics and Pearson correlations were used for analysis. Results. Teachers showed moderate overall knowledge alignment, with strengths in phonics and orthographic knowledge but weaknesses in phonological and phonemic awareness. Classroom observations also indicated moderate structured literacy implementation, marked by relatively strong explicit instruction but weaker integration of reading components and limited instructional responsiveness. A significant positive relationship was found between teacher knowledge alignment and instructional quality, especially for explicitness and systematic sequencing. Conclusion. Teacher knowledge alignment mediates the connection between evidence-based reading theory and classroom practice; therefore, stronger teacher preparation and sustained professional development are essential for improving
From Retirement to Reinvention: Never Too Old to Participate in Educational Technology Innovation: A Literature Review Ismail Ismail
Majesty Journal Vol. 7 No. 2 (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.v7i2.4

Abstract

The rapid development of educational technology demands inclusive innovation, including the involvement of the elderly as a potential resource in such innovation. The increasing population of the elderly globally encourages a new paradigm that views retirement not as the end of productivity, but as a momentum for self-reinvention to contribute to the development of educational technology. This literature review aims to examine the role of the elderly in educational technology innovation through the process of post-retirement self-reinvention and identify supporting and inhibiting factors for their involvement. The results of the study show that the elderly play a role not only as users of technology, but also as contributors of experiences and ideas that enrich digital learning innovation. Active participation of the elderly is supported by age-friendly technology training, community support, inclusive policies, and cross-generational collaboration. This involvement has been shown to improve cognitive function, psychosocial well-being, and strengthen the social networks of the elderly, while addressing the risks of isolation and the digital divide. However, major challenges such as the digital divide, age stereotypes, physical and cognitive barriers remain significant barriers to the participation of the elderly. Effective strategies to overcome these barriers include adaptive training, community mentoring, policies that support technology access, and sustainable technology-based reinvention programs. This study emphasizes the importance of a holistic approach that integrates aspects of technology, pedagogy, and learning content (TPACK) to empower the elderly in educational technology innovation. This study offers a conceptual foundation for formulating policies and programs that promote the active participation of older adults, enabling their optimal contribution to the advancement of educational technology and the enhancement of their quality of life.
Enhancing Student Engagement and Critical Thinking through the AERO Staged Pedagogy in EFL Higher Education Umiyati Jabri; Ismail ismail; Ita Sarmita Samad
Majesty Journal Vol. 7 No. 2 (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.v7i2.6

Abstract

This study investigates the implementation of the AERO (Activation → Exploration → Reflection → Outcome) framework as a staged pedagogy to enhance student engagement and critical thinking skills among English as a Foreign Language (EFL) learners at Universitas Muhammadiyah Enrekang, Indonesia. Employing a mixed-method design with a pre-experimental one-group pretest–posttest approach, the research involved 22 undergraduate students enrolled in an academic writing course. Quantitative data were collected through a student engagement questionnaire and a critical thinking test adapted from the Watson–Glaser Critical Thinking Appraisal (WGCTA), while qualitative data were obtained from classroom observations and focus group discussions (FGD). Results revealed moderate to high engagement across cognitive, affective, and behavioral dimensions, supported by qualitative evidence of increased participation, motivation, and collaboration during the staged activities. Although the improvement in critical thinking test scores (M_pre = 3.73; M_post = 4.27) was not statistically significant (p > .05), qualitative findings demonstrated notable cognitive shifts toward analytical, evaluative, and reflective reasoning. The AERO stages fostered progressive scaffolding, transferring learning responsibility from teacher to student while promoting reflective, evidence-based argumentation. Theoretically, this study contributes to EFL pedagogy by linking three engagement dimensions with four critical thinking subskills within a coherent process model. Practically, AERO offers a replicable design framework for fostering student-centered learning, reflective inquiry, and critical literacy in EFL classrooms. Recommendations for future research include extending the intervention period and exploring AERO’s application in digital or hybrid learning contexts.
Literature as Periscope: Using Narrative Discussion to Cultivate Empathy and Moral Reasoning in Students Ismail Ismail; Fatmawati Fatmawati
Majesty Journal Vol. 7 No. 2 (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.v7i2.7

Abstract

In an era marked by declining empathy and growing social polarization, education faces an urgent task to nurture moral sensitivity and intercultural understanding. This study explores how narrative discussion of literature can foster empathy and moral reasoning among pre-service English teachers in a rural Indonesian university. Adopting a mixed-methods design, the research involved 20 undergraduate students who participated in a six-week intervention integrating literary reading, guided group dialogue, and reflective writing. Quantitative data from the Interpersonal Reactivity Index (IRI) and Defining Issues Test-2 (DIT-2) were analyzed using paired-sample t-tests, while qualitative data from reflective journals and classroom observations underwent thematic analysis. Results revealed significant improvements in empathy (t(19) = 8.26, p < .001, d = 1.85) and moral reasoning (t(19) = 7.48, p < .001, d = 1.67). Thematic findings highlighted emotional resonance, perspective transformation, and ethical sensitivity as key processes underlying moral growth. The study introduces the Narrative-Driven Empathy Formation Model (NDEFM), explaining how narrative engagement, dialogic reflection, and ethical internalization interact to cultivate moral awareness. Situated within a Southeast Asian, collectivist context, this research extends global theories of moral education by demonstrating that literature-based pedagogy can serve as a culturally responsive approach to developing empathy and ethical reasoning. The findings underscore the potential of literature as both a pedagogical and moral periscope—enabling students to explore, reflect, and act upon the moral complexities of human experience.
Bridging Coursework and Publication: A Model to Help Students Produce Manuscripts Ready for Publication in Scientific Journals Rahmat Rahmat; Ismail Ismail
Majesty Journal Vol. 7 No. 2 (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.v7i2.8

Abstract

The gap between academic coursework and publication readiness remains a significant challenge in higher education, where students often produce high-quality research assignments but lack the skills, confidence, and guidance to transform them into publishable manuscripts. This article introduces the Bridging Coursework and Publication model, a constructivist and publication-oriented pedagogical framework designed to guide students from coursework completion to manuscript submission. The model integrates scaffolded writing stages, peer review, publication simulation, reflective portfolios, and digital tool utilization to enhance students’ academic writing competence, publication literacy, and scholarly identity. A pilot implementation with undergraduate students in a research methodology course demonstrated substantial improvements in manuscript preparation, submission rates, and student engagement. The findings suggest that embedding publication-focused scaffolding within coursework can effectively bridge the gap between academic assignments and scholarly dissemination, fostering a culture of research and publication within higher education institutions. The model offers a replicable framework for curriculum designers, instructors, and policymakers aiming to enhance student research productivity and publication readiness.
Exploration of Elementary School Students' Perceptions of the Effectiveness of Storytelling in English Learning Ita Sarmita Samad; Sry Wahyuni; Hasriani G Hasriani G
Majesty Journal Vol. 7 No. 2 (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.v7i2.9

Abstract

English learning in primary schools still faces the challenge of low student motivation and engagement. One approach that is considered effective to overcome this is storytelling, This study aims to explore students' perceptions of the use of storytelling methods in English language learning. This study uses descriptive quantitative approach with a survey method on 140 students in grades IV–VI SDN 013 Penajam. The instrument is a Likert scale questionnaire with 20 statements that cover two main dimensions: perceptions of the effectiveness of storytelling in English language learning and views on its social-emotional impact. Data were analyzed using descriptive statistics with the help of SPSS version 26 as well as thematic analysis for open-ended answers. The results showed that students had a very positive perception of the use of storytelling (M = 3.63). The highest aspect is storytelling that encourages imagination (M = 3.79), while the confidence aspect of speaking still needs to be strengthened. In addition to academic benefits, storytelling also increases empathy, cooperation, and the ability to express opinions. The qualitative analysis revealed four main themes: (1) learning becomes more enjoyable, (2) vocabulary comprehension increases, (3) courage and empathy develop, and (4) the expectation of more varied use of digital storytelling. Storytelling has been shown to be effective in improving motivation, contextual understanding, and social-emotional development of elementary school students. Therefore, the integration of storytelling and digital storytelling in the basic English curriculum is recommended as a humanistic, creative, and student-centered learning strategy.
Collaborative Learning through Digital Writing: Peer Editing and Feedback in EFL Contexts Ismail Ismail
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.v7i1.13

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. While this study highlights the benefits of digital writing for pre-service EFL teacher training, it has certain limitations. First, the small sample size limits the generalizability of findings to a broader population. Second, technical challenges, such as internet access and familiarity with digital tools, may have influenced participants' engagement. Lastly, the study was conducted over a limited timeframe, preventing an assessment of the long-term impact of digital writing on writing proficiency. Future research should examine these aspects by conducting longitudinal studies, exploring diverse digital writing platforms, and assessing scalability across different educational settings. 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
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.v7i1.14

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.
CLIL in Action: Enhancing Academic Writing and Content Knowledge in Indonesian University Students Ita Sarmita Samad; Ismail Ismail; Mutmainnah M. Dyah; Fatmawati Fatmawati
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.v7i1.15

Abstract

This study investigates the effectiveness of Content and Language Integrated Learning (CLIL) in enhancing English writing proficiency and content knowledge among undergraduate students at Universitas Muhammadiyah Enrekang, Indonesia. A mixed-methods design was employed, combining quantitative pre-test and post-test assessments with qualitative surveys and classroom observations. The quantitative results revealed significant improvements in students' writing skills, particularly in structure, coherence, vocabulary, and grammar, with large effect sizes observed across these components. Additionally, students demonstrated considerable gains in their understanding of academic content, specifically in concept comprehension and terminology mastery. The qualitative data further supported these findings, with students reporting increased confidence in their academic writing and better integration of content knowledge and language. Classroom observations indicated that the structured writing tasks within CLIL lessons allowed students to better organize their thoughts and express complex ideas in English. However, the study also identified challenges, particularly in mastering academic terminology and integrating complex content with language learning. These findings suggest that CLIL is an effective pedagogical approach for improving both language proficiency and content knowledge, particularly in non-native English-speaking contexts. The study also highlights the importance of targeted vocabulary instruction and scaffolded content delivery to address the challenges faced by students. The results provide valuable insights into how CLIL can be adapted to enhance the quality of education in Indonesian higher education, particularly in regions with lower English proficiency. Future research could explore the long-term effects of CLIL and its potential for wider implementation across different academic disciplines in Indonesia.
Sustained Speaking Practice through Weekly Routines: A Pedagogical Framework for Improving Oral Communication Skills Mustakim Mustakim; Ming Lin; Pratiwi Riski
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.v7i1.16

Abstract

This study examines the impact of weekly structured speaking routines (WSR) on the improvement of students' oral communication skills in an English language learning context. The primary aim was to assess whether these routines could enhance students' speaking fluency, confidence, and reduce speaking anxiety. A quasi-experimental design was employed, with pre-test and post-test assessments used to measure speaking proficiency before and after the intervention. Observational notes and surveys were also collected to provide qualitative insights into the students' experiences. The results indicated that weekly speaking routines significantly increased students' confidence in speaking English, with notable reductions in anxiety. Students reported enjoying the speaking activities, which encouraged active participation and peer interactions, fostering a more collaborative and supportive learning environment. However, while fluency improvements were acknowledged, the progress was less pronounced, indicating the need for additional fluency-focused interventions. The study found that structured speaking tasks helped students engage in discussions, express opinions, and use more complex language structures. This research contributes to the field by highlighting the importance of consistent, routine-based speaking practices in second language acquisition. It provides valuable insights for educators seeking to improve oral communication skills through structured speaking routines. Future research could focus on refining these routines to address specific challenges in fluency development and investigate long-term impacts on students’ language proficiency.

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