cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dr. Ismail, M.Pd.
Contact Email
smileummaspul@gmail.com
Phone
+6281380639777
Journal Mail Official
majestyjournal@gmail.com
Editorial Address
Jl. Jenderal Sudirman No. 17 Enrekang, South Sulawesi, Indonesia
Location
Kab. enrekang,
Sulawesi selatan
INDONESIA
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 5 Documents
 1 
Search results for , issue "vol. 1 no. 2 (2019): majesty: language education" : 5 Documents clear
The Comparison of Mind Mapping and Semantic Mapping to Enhance the Reading Comprehension Musdalifah Musdalifah
Majesty Journal Vol. 1 No. 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.25

Abstract

This study aimed to compare the effectiveness of Mind Mapping and Semantic Mapping in enhancing students’ reading comprehension and interest in learning English at SMA Muhammadiyah Kalosi, Enrekang Regency. The study employed a quasi-experimental design with cluster random sampling. The sample consisted of 72 second-grade students divided into two experimental classes, with 36 students in each class. The first class was taught through Mind Mapping, while the second class was taught through Semantic Mapping. The instruments used were a reading comprehension test and a questionnaire. The findings showed that both techniques improved students’ reading comprehension, but Mind Mapping produced better results. The mean score of the Mind Mapping class increased from 68.86 in the pre-test to 84.00 in the post-test, while the Semantic Mapping class improved from 69.00 to 76.97. Statistical analysis also showed a significant difference between the two groups in the post-test. In terms of learning interest, students taught through Mind Mapping demonstrated a higher level of interest than those taught through Semantic Mapping. Most students in the Mind Mapping class were categorized as highly interested, whereas most students in the Semantic Mapping class were in the moderate category. It can be concluded that Mind Mapping was more effective than Semantic Mapping in improving both reading comprehension and students’ interest in learning English.
The Use of Indonesian Slang by Makassar Families in Their Daily Interaction Umiyati Jabri; Ita Sarmita Samad
Majesty Journal Vol. 1 No. 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.26

Abstract

This study aimed to identify the types of Indonesian slang used by Makassar families in their daily interaction. The study employed a descriptive qualitative design. The participants were six family members drawn from two Makassar families. Data were collected through audio recordings of naturally occurring conversations in the family setting. The recordings were transcribed and analyzed to identify slang forms appearing in daily speech. The findings revealed that Indonesian slang was frequently used by family members, while formal Indonesian was used less often in everyday interaction. Two major types of slang were identified, namely Jakarta slang and Makassarese slang. Jakarta slang appeared in forms such as tau, aja, banget, nggak, and kepo, which were generally derived from abbreviated or modified forms of standard Indonesian. Makassarese slang appeared in particles and suffixes such as -ta, -mi, -ji, -ka, and expressions such as pale and mentong, which reflected local linguistic influence. The study concludes that the daily speech of Makassar families is characterized by a combination of national urban slang and local Makassarese slang, with local slang being used more dominantly because of the speakers’ social and cultural environment.
Application of the Questions Student Have to Improve Activities and Results of Learning Students Masnur Masnur; Muh. Abrar Usman
Majesty Journal Vol. 1 No. 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.27

Abstract

This study aimed to examine the effectiveness of the Questions Students Have learning model in improving students’ learning activities and science learning outcomes at SDN 166 Pinrang in the 2018/2019 academic year. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 30 fifth-grade students, comprising 16 boys and 14 girls. Data were collected through observation sheets and achievement tests. The findings showed that the implementation of the Questions Students Have model improved both student participation and academic achievement. In Cycle I, the average percentage of student activity reached 69%, and it increased to 85% in Cycle II. Similarly, students’ learning outcomes improved substantially. Classical mastery in Cycle I was 53.33%, with an average score of 63.41%, while in Cycle II it rose to 83.33%, with an average score of 85.48%. These results indicate that the model encouraged students to be more active in asking questions, responding to peers, and engaging in classroom discussion. The study concludes that the Questions Students Have learning model is effective in enhancing both learning activities and science learning outcomes of fifth-grade elementary students.
The Impact of Interactive Reading Using Local Folktales Stories in Supporting Students’ Vocabulary Achievement in Indonesian EFL Learners Ismail Ismail; Ita Sarmita Samad; Masnur Masnur
Majesty Journal Vol. 1 No. 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.28

Abstract

This study aimed to investigate the impact of interactive reading using local folktale stories on the vocabulary achievement of Indonesian EFL learners and to examine students’ attitudes toward the use of folktales in vocabulary instruction. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 30 eleventh-grade students of SMA Muhammadiyah Kalosi, Enrekang, in the 2015/2016 academic year. Data were collected through vocabulary tests and a questionnaire. The tests were administered as a diagnostic test, Cycle I test, and Cycle II test to measure students’ vocabulary development. The findings showed a substantial improvement in students’ vocabulary achievement across the cycles. The mean score increased from 55.07 in the diagnostic test to 65.36 in Cycle I and reached 82.21 in Cycle II. These results indicate that interactive reading using local folktales effectively improved students’ vocabulary mastery. In addition, the questionnaire results revealed that students responded positively to the use of folktales, particularly in terms of enjoyment, cultural relevance, meaningful input, and vocabulary practice. The study concludes that local folktales provide authentic and engaging reading materials that not only enrich vocabulary learning but also foster positive attitudes toward English learning.
Essay Error Analysis on the 1st Year Students of English Education Department Mustakim Mustakim; Ita Sarmita Samad
Majesty Journal Vol. 1 No. 2 (2019): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v1i2.29

Abstract

This study aimed to identify and describe the most common errors found in essay writing produced by first-year students of the English Education Department at STKIP Muhammadiyah Enrekang. The study employed a qualitative descriptive design. The data were collected through documentation of students’ essay assignments written over several weeks and then analyzed to classify the types and frequency of errors. The findings revealed that students still experienced substantial difficulty in producing accurate English essays. A total of 330 errors were identified and categorized into 24 error types. The most frequent problems appeared in articles, prepositions, spelling, meaningless sentences, word choice, subject-verb agreement, auxiliary verbs, plural forms, verb forms, and capital letters. The analysis also showed improvement after corrective feedback was provided, with the number of errors decreasing from 250 in the earlier essays to 80 in the later essays. These findings indicate that grammatical accuracy, lexical choice, and sentence construction remain major challenges for beginning EFL writers. The study concludes that error analysis is essential for helping lecturers identify learners’ difficulties and design more effective teaching materials, feedback practices, and writing instruction. More guided practice and explicit correction are recommended to improve students’ essay writing ability.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2019 2019


Reset
Filter By Issues
All Issue Vol. 8 No. 1 (2026): Technology Mediated Langauge Learning, Teaching and Assessment Vol. 7 No. 2 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education Vol. 7 No. 1 (2025): Digital Literacy_Language teaching_Artificial Intelligence in Higher Education Vol. 6 No. 2 (2024): Curriculum Development Vol. 6 No. 1 (2024): Majesty: English Education Vol. 1 No. 2 (2019): Majesty: Language Education Vol. 1 No. 1 (2019): Majesty: Language Education