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Majesty Journal
Published by Universitas Muhammadiyah Enrekang
ISSN : -     EISSN : 26570157     DOI : https://doi.org/10.33487/majesty
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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 87 Documents
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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.
Deep Learning-Assisted Feedback in Academic Writing: Effects on EFL Students’ Revision Skills Umiyati Jabri; Elihami Elihami; Ita Sarmita Samad; Ismail Ismail
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.v8i1.44

Abstract

Background: The increasing use of artificial intelligence in higher education has expanded the role of deep learning-assisted feedback in academic writing instruction, particularly in EFL contexts. Although prior studies have shown its potential to improve writing performance, limited research has examined how such feedback influences revision skills through student engagement and digital literacy, especially in regional higher education settings. Purpose: This study investigated the effect of deep learning-assisted feedback on EFL students’ revision skills in academic writing, the revision types most influenced by the feedback, and its contribution to the improvement of writing quality. Methods: A quantitative correlational design was employed involving 22 undergraduate students in an academic writing course at Universitas Muhammadiyah Enrekang, Indonesia. Data were collected through questionnaires, revision coding of students’ drafts, and writing quality scores before and after revision. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), supported by descriptive statistics of revision types and writing improvement. Results: The findings showed that deep learning-assisted feedback had a positive and significant direct effect on revision skills and an indirect effect through student engagement. Digital literacy also strengthened the relationship between feedback and engagement. Surface-level revision was the most frequent type of revision, followed by meaning-level and structural revision. In addition, students’ writing quality improved substantially after the revision process, as indicated by the increase from a mean pre-revision score of 64.64 to a mean post-revision score of 84.00. Conclusion: Deep learning-assisted feedback contributed positively to EFL students’ revision skills and writing quality. Its effectiveness was enhanced by student engagement and digital literacy, suggesting that AI-assisted feedback can function as a meaningful pedagogical support in academic writing, particularly in emerging regional higher education contexts.
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.
Psycholinguistics and Language Learning in the 21st Century: Theoretical and Empirical Perspectives Mantasiah Mantasiah; Sry Wahyuni; Ita Sarmita Samad
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.v8i1.118

Abstract

Background. Psycholinguistics plays an important role in explaining how individuals acquire, process, understand, and produce language through various cognitive mechanisms. Purpose. This study aims to examine the role of psycholinguistics in language learning and language development by integrating theoretical foundations and recent empirical findings. Methods. It employed a literature review method using data from peer-reviewed journal articles published between 2020 and 2025, as well as seminal books and theoretical works in psycholinguistics relevant to the topic. The selected literature focused on language learning, language acquisition, cognitive processes, social interaction, affective factors, and digital technology in language education. Data were analyzed descriptively and critically to identify major concepts, research trends, and practical implications. Results. The findings indicate that language learning is influenced by the interaction of cognitive, social, and affective factors. Working memory, attention, and information processing contribute significantly to language acquisition, while social interaction and positive affective conditions support language development and communicative competence. Empirical evidence also demonstrates that digital technologies enhance cognitive engagement, vocabulary retention, and personalized learning experiences. Conclusion. The study concludes that psycholinguistics serves not only as a theoretical framework for understanding language processes but also as a practical foundation for developing effective, adaptive, and learner-centered language learning strategies in the digital era.
Exploring EFL Students' Digital Literacy Practices in Navigating Digital Resources for Academic Writing Muawwal Al As'ary
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.v8i1.124

Abstract

Background. The rapid development of digital resources and artificial intelligence (AI) technology has changed the way English as a Foreign Language (EFL) students’ access, evaluate, and utilize information for academic writing. Although digital literacy is increasingly important in higher education, research exploring how EFL students navigate digital resources during the academic writing process is still limited. Purpose. This study aims to explore EFL students' digital literacy practices in navigating digital resources for academic writing. Methods. This study uses a qualitative approach with a case study design involving 15 students of the English Education master's program at one of the universities in Indonesia. Data were collected through semi-structured interviews and document analysis, then analyzed using thematic analysis based on Braun and Clarke's framework. Results. The research findings reveal four main themes, namely accessing digital resources for academic writing, evaluating the credibility of digital sources, utilizing digital resources and AI-based tools in academic writing, and ethical challenges and considerations in the use of digital resources. Students utilize academic databases and AI-based platforms, evaluate the credibility of sources through academic indicators and verification strategies, and use AI as a cognitive and linguistic support in the writing process. However, they also face challenges related to information credibility, the abundance of digital information, technical constraints, and ethical issues in the use of AI. Conclusion: EFL students' digital literacy practices are multidimensional and include technical, cognitive, and ethical dimensions. These findings affirm the importance of integrating digital literacy and AI literacy in academic writing learning to encourage critical, responsible, and effective use of digital technology in higher education.
Collaborative Story Construction via the Exquisite Corpse Game to Improve EFL Narrative Writing Performance Asbar Asbar; Ismail Ismail; Sri Rosmiana; Hasan Hasan; Elihami Elihami
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.v8i1.159

Abstract

Background. Writing skill is a crucial component in English as a Foreign Language (EFL) learning, particularly in narrative text writing, which requires learners to integrate idea generation, organization, and linguistic accuracy. However, many EFL students still experience difficulties in developing coherent narratives, elaborating ideas, and maintaining plot unity, indicating the need for more interactive and collaborative learning approaches. Purpose. This study aims to investigate the implementation of collaborative story construction through the Exquisite Corpse game and to examine its effectiveness in improving students’ narrative writing performance and their learning responses. Methods. This research employed an embedded mixed-methods design with a one-group pretest–posttest approach. The participants were 30 fourth-semester students of the English Education Study Program at Universitas Muhammadiyah Enrekang. Data were collected through narrative writing tests, classroom observations, field notes, and questionnaires. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. Results. The findings revealed a significant improvement in students’ narrative writing performance, with mean scores increasing from 50.40 in the pretest to 73.47 in the posttest. The improvement was supported by a very large effect size (Cohen’s d = 3.49). All aspects of the narrative writing rubric showed improvement, particularly coherence and unity of plot. Observation data indicated active student participation, idea negotiation, and collaborative revision during the learning process. Questionnaire results further showed that students responded positively to the intervention, especially in terms of engagement, creativity, and narrative awareness. Conclusion. Collaborative story construction through the Exquisite Corpse game is an effective pedagogical strategy for enhancing EFL students’ narrative writing skills and fostering positive learning engagement in higher education contexts.
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.
Improving Students’ Speaking Ability by Using Describing Pictures at the First Year of SMK Negeri 3 Enrekang Hasan Hasan; Aminullah Aminullah; Ismail Ismail; Dian Firdiani
Majesty Journal Vol. 4 No. 1 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i1.164

Abstract

This research studies about improving students’ speaking ability by using describing pictures at the first year of SMK Negeri 3 Enrekang. The problem statement of this research was “does the use of describing pictures improve the students speaking ability at the first year of SMK Negeri 3 Enrekang. The objective of this research was intended to know whether or not using describing pictures can improve the students’ speaking ability at the first year of SMK Negeri 3 Enrekang. This research applied quasi experimental method with one class of experimental group and one class in control group. The researcher used pre-test and post-test in collecting data. The research sample was the students of the first year they were Administrasi Perkantoran 1 and administrasi perkantoran 2. Class consists of 20 students, so the researcher took probability sample that was cluster sampling technique. The data analyzed by finding the mean score. For collecting data, the researcher used instrument namely oral test to measure the students’ speaking ability. The result of this research showed that the student’ speaking ability was low classification in pre-test with the mean score 56.34 for experimental class and the mean score of control class was 52.74 and it was poor categorized. However after doing the treatment by using describing pictures they got good classification for experimental group (73.28) and still poor for control group (55.78) in post-test. The data was analyzed by using T-test and the result showed that the T-test value (7.023) was higher than T-table (2.042). It means that there was a significance different of students’ speaking ability before and after the treatment through the application of describing pictures. It concluded that describing pictures can be used in improving speaking ability of the students.
Using Picture as a Media to Improve Students’ Skill in Writing Descriptive Text Samira Samira
Majesty Journal Vol. 4 No. 1 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i1.165

Abstract

The objective of this research was to know whether using picture as a media can improve students’ skill in writing descriptive text. The researcher used experimental research design. The sample of this research was chosen using random sampling, class VIII D as an experimental class and VIII B as a control class. The instrument of this research was pretest and post-test writing text especially descriptive text. This research has conducted at the second year of SMPN 2 Enrekang on May to June 2019. The data of this result showed that there was a significant improve between experimental class and control class. In experimental class the writing skill of students was improved which was in the experimental class there was treatment has given, using picture as media. While in control class there was no significant improve of students’ skill in writing descriptive text, which was in control class also there was treatment has given, the treatment was conventional method. The improvement can be proven by the Post-test Mean score between Experimental and control class 77.15 ˃ 67.74. Thus, it can be concluded that the use of picture can improve students’ skill in writing descriptive text.
An Analysis Students’ Difficulties in Using Present Tense in SMAN 7 Enrekang Darmijaya Darmijaya
Majesty Journal Vol. 4 No. 1 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i1.166

Abstract

This research aims to determine the difficulties that students face in using present tense. This research uses a quantitative descriptive method using tests and interviews. A total of 28 students were selected as samples by random sampling method. Based on the findings of the research, the researcher put the conclusion that the students of SMAN 7 Enrekang still find it difficult to understand tenses, especially the present tense. This is evidenced by an in-depth analysis of the results of student answers that the students mostly made error in omission and then it was followed by addition, misinformation and mis-ordering. The students made errors categorized 133 in omission (34,2%), 107 in addition (27,5%), 61 in mis-information and (15,6%) and 88 in mis-ordering (22,7%). Based on interview, there were three difficulties faced by student in using present tense. The problems faced by student was the form of present tense with percentage 46%, spelling with percentage 32%, and the use of auxiliary with percentage 22%.

Page 4 of 9 | Total Record : 87

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