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Dr. Ismail, M.Pd.
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Majesty Journal
Published by Universitas Muhammadiyah Enrekang
ISSN : -     EISSN : 26570157     DOI : https://doi.org/10.33487/majesty
Core Subject :
Maspul Journal of English Studies (MAJESTY) is a peer-reviewed, open-access academic journal published by Universitas Muhammadiyah Enrekang, Indonesia. The journal aims to provide a scholarly platform for disseminating original research, theoretical perspectives, and innovative practices in English language studies, linguistics, literature, and language education. The journal welcomes empirical research articles, review articles, and conceptual papers that contribute to the advancement of knowledge and practice in English language teaching and learning, applied linguistics, general linguistics, EFL and ESL education, curriculum and instruction, language assessment and evaluation, literacy and multiliteracies, translation and interpreting studies, English literature, cultural and intercultural studies, discourse analysis, pragmatics, and academic writing. MAJESTY also encourages interdisciplinary research on educational technology, artificial intelligence in language learning, teacher professional development, critical pedagogy, and language policy. Through rigorous peer review and open-access publication, the journal seeks to promote academic excellence, research dissemination, educational innovation, and scholarly collaboration at national and international levels.
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Articles 5 Documents
 1 
Search results for , issue "vol. 6 no. 2 (2024): curriculum development" : 5 Documents clear
An Analysis of Imperatives Used by the Teacher in EFL Classroom Interaction in Indonesian Secondary School Rahmaeni Rahmaeni; Nurwafiqah Amirah Budi
Majesty Journal 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.v6i2.41

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; Rahmat Rahmat
Majesty Journal 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.v6i2.42

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
Majesty Journal 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.v6i2.43

Abstract

This study evaluates the effectiveness of Project-Based Learning (PBL) as a method for enhancing media literacy among junior high school students. In an age marked by widespread digital media use and misinformation, fostering students' abilities to access, analyze, and create media responsibly is essential. The research involved a mixed-methods approach with 60 students divided into an experimental group using PBL and a control group following traditional instruction. Quantitative assessments measured improvements in media literacy skills, while qualitative data from interviews and focus groups provided insights into students’ and teachers’ experiences with PBL. The findings revealed significant improvements in the Experimental Group’s media literacy skills, with an average increase of 10.07 points in post-test scores across all assessed dimensions, including accessing, analyzing, and creating media. These improvements were statistically significant compared to the Control Group's modest gains. Qualitative insights underscored themes of increased engagement, critical thinking, and collaborative skills among students exposed to PBL, with teachers noting enhanced student motivation and analytical abilities. These results affirm PBL’s potential as an effective educational approach for media literacy, promoting active learning and critical engagement with media content. This study contributes to the broader discourse on media literacy education by demonstrating PBL's role in equipping students with essential skills for informed and critical media interaction. Future research should examine the long-term effects of PBL on media literacy and explore its application in diverse educational settings to maximize its impact.
Factors Influencing Students’ Anxiety in Speaking English: A Case Study at SMA Muhammadiyah Kalosi Triastuti Triastuti; Ita Sarmita Samad; Rahmaeni Rahmaeni
Majesty Journal 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.v6i2.58

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.
Enhancing Active Learning Through Gamified Platforms: Insights from the Implementation of Quizizz in English Language Education Nur Fitrawan Khayrullah; Umiyati Jabri; Ita Sarmita Samad; Hasan Hasan
Majesty Journal 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.v6i2.163

Abstract

This study investigates the impact of the Quizizz application on English vocabulary mastery among eighth-grade students at MTs. DDI Enrekang. As education enters the digital age, integrating technology into classrooms has become essential. This research employs a pre-experimental design with a one-group pre-test and post-test structure to evaluate the efficacy of Quizizz in enhancing students' vocabulary proficiency. The study involved 34 students, using total population sampling to ensure comprehensive analysis. The results indicate a significant improvement in students' vocabulary mastery, with post-test scores showing considerable increases compared to pre-test scores. Descriptive statistics reveal a rise in the mean score from 47.21 to 73.53, while inferential statistics confirm the significance of these improvements. The study highlights the effectiveness of Quizizz in fostering student engagement and motivation through its interactive and gamified features. The findings suggest that gamified platforms like Quizizz can transform traditional learning environments, particularly in rural settings with limited access to advanced tools. This research contributes to the growing body of knowledge on the benefits of gamification in education and underscores the potential for such tools to enhance language learning outcomes. Future research could explore the long-term effects of gamified learning and its applicability across various subjects and educational contexts.

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