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Dr. Ismail, M.Pd.
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Jl. Jenderal Sudirman No. 17 Enrekang, South Sulawesi, Indonesia
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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 5 Documents
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Search results for , issue "vol. 7 no. 1 (2025): digital literacy_language teaching_artificial intelligence in higher education" : 5 Documents clear
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.
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.

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