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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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The Effectiveness of Photograph towards Students’ Ability in Writing Descriptive Text Sarina Sarina
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.v4i1.167

Abstract

The purpose of this study is to find out how the media can improve the writing ability of students in eighth grade Mts Muhammadiyah Tongko. The research method used in this study was a pre-experiment. The research subjects were 23 second grade students at MTs Muhammadiyah Tongko. Data collection techniques are used, namely, pre-test was given to students prior to treatment, the treatment was given in the form of making descriptive text about animals, post-test was given after treatment to see the results of the treatment given. The results of his study showed that there was an increase in students' writing performance in the descriptive text using image media. This can be seen from the calculation of the T-Test at 0.00 < 0.05 which to = 6,093 > tt = 2,016 shows a significant result after being given treatment in the form of the use of image media. This shows that by applying image media, students' writing performance in descriptive text and getting ideas can be improved.
Students’ Perceptions of Interactive Multimedia in Learning Vocabulary Darmiati Darmiati
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.v4i1.168

Abstract

Interactive multimedia is a learning delivery system that uses recorded sights, audio, and video information that is delivered under computer control for a review that not only sees and hears pictures and sounds, but also responds to them. This research is focused to find out what students’ perceptions on the use of interactive multimedia in learning vocabulary at Madrasah Ibtidaiyah Negeri 2 Enrekang. This research employed descriptive method using qualitative approach. The population were the fifth class in Madrasah Ibtidaiyah Negeri 2 Enrekang in 2020/2021 academic years. Total sampling was used in this research with total 29 students. The instrument used in this research were questionnaire. The Result of this research showed that students had a positive perception in learning vocabulary using interactive multimedia. This is evidenced by the frequency of students’ answer is laid in 64,51% (19 of 29 students) for positive category.
Implementation of Body-Movement Method in Teaching Basic Vocabulary at University Muhammadiyah of Enrekang Umiyati Jabri; Ita Sarmita Samad; Nurazikin Nurazikin
Majesty Journal Vol. 4 No. 2 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i2.169

Abstract

The subject of this research was vocabulary class in the Muhammadiyah University of Enrekang, 2021/2022 academic year. The data were in the form of quantitative data. The quantitative data were collected from the students’ vocabulary score of pre-test and post-test to see the improvement of the students’ vocabulary mastery. The research findings showed that vocabulary mastery of most students’ increase after body movement game technique was used in the teaching and learning process. It was indicated by the increase of the mean students’ vocabulary score in the pre-test and post-test (52, 07 to 76, 57). The students’ involvement and classroom interaction during the implantation of the game were increased. It was showed by students’ enthusiasm during the game. They tried to be the first winner and raised their competitiveness among them. In addition, the implementation of Body Movement Game technique and the complementary actions were successful to help the students’ memorize and understand new words easily. In conclusion, the students’ vocabulary mastery was increased through the implementation of Body Movement Game.
Analysis of Students’ Learning Difficulties in English for Counseling Guidance Department at Muhammadiyah University of Enrekang Nur Atiqa; Mustakim Mustakim; Hasan Hasan; Ratu Balkis
Majesty Journal Vol. 4 No. 2 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i2.170

Abstract

The purpose of this study is to examine the factors influencing the students' learning difficulties at Muhammadiyah University of Enrekang as well as their problems learning English. This research is qualitative by collecting information from thirty students in the counseling guidance study program. The outcome of this assessment, which employed a descriptive methodology, revealed that speaking skills were the area in which students had the most trouble learning. Students' lack of self-confidence, lack of motivation, lack of speaking ability, difficulty memorizing vocabulary, lack of listening ability, lack of practicing pronunciation, lack of understanding the material, lack of practice partner, learning media, lack of writing ability, lack of reading ability, translating, feeling that learning English is not important, and lack of having a practice partner are the factors that make learning English difficult for students.
The Correlation between Teachers’ Personality and Students’ Motivation in Learning English Mutmainna Muinuddin M Dyah; Mustakim Mustakim; Ismail Ismail
Majesty Journal Vol. 4 No. 2 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i2.171

Abstract

This research examined the correlation between teacher' personality and students’ motivation in learning English. The research population consisted of all second grade of SMAN 2 Enrekang. A total of 66 students were selected as sample to Stratified random method. The data collection tool was teacher personality and students’ motivation questionnaires. The indicators of teacher personality were adapted from the Minister of National Education Regulation of the Republic of Indonesia Number 16 (2007) regarding standards of academic qualifications and teacher competencies and the indicators of student motivation were instrumental and integrative motivation. The expert validation was used in this research. The data analysis technique used the product moment correlation formula. The result showed the significance (2-tailed) value of the teacher personality and student motivation variables were at 0.000 < 0,05 and had a degree of relationship 0.832 (very strong correlation). This research has shown that teacher personality was correlated with students' learning motivation.
Reading Comprehension and Interactive Multimedia In English Classroom Andi Sadapotto; Muhammad Hanafi; Hasan Hasan
Majesty Journal Vol. 4 No. 2 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i2.172

Abstract

This study aimed to investigate whether the use of interactive multimedia improved students’ reading comprehension and increased their interest in learning reading among eighth-grade students of SMP Negeri 4 Panca Rijang. The study employed a mixed-method design involving experimental and control groups. The population consisted of 82 eighth-grade students, while the sample comprised 40 students selected through cluster sampling. Class VIII.C was assigned as the experimental group, and Class VIII.D served as the control group, with 20 students in each class. Data were collected through reading comprehension tests and a questionnaire on students’ learning interest. The findings showed that students taught using interactive multimedia achieved better reading comprehension than those taught through conventional instruction. The mean post-test score of the experimental group was higher than that of the control group (59.35 > 46.75). In addition, the t-test value was greater than the t-table value at the 0.05 significance level (3.581 > 2.021), indicating a significant difference between the two groups. The questionnaire results also revealed that students showed positive interest in learning reading comprehension through interactive multimedia. Specifically, 20% of students were strongly interested, 70% were interested, and 10% were moderately interested. The mean questionnaire score was 79.55, which was categorized as interested. Therefore, interactive multimedia can be considered an effective and engaging instructional medium for enhancing students’ reading comprehension in the English classroom.
The Problem Faced by International Internship Students in Conducting Teaching Practices at Southern Thailand Fatmawati Fatmawati; Umiyati Jabri; Ita Sarmita Samad
Majesty Journal Vol. 4 No. 2 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i2.173

Abstract

The international internship program was the topic of this research provides opportunities for students to be involved in community service conducted abroad. This research was qualitative by taking data from eight students who participated in this international internship program. The results of this study used a descriptive method. This study aims to analyze the problems faced and the solutions used by the intern students of the Muhammadiyah University of Enrekang batch 2. The results of this study indicate that there are 8 problems faced by interns, including administrative problems, health, psychological, culture shock, language barriers, teaching assignments, social, and available facilities. Apart from the problem, this research also includes the solutions used by the interns to solve these problems. With this research, it can be used as a reference or guideline for students who want to take part in international internships later.
The Interplay of Self-Confidence And Communicative Competence of Junior High School in Indonesia Hasan Hasan; Muhammad Hanafi; Muhammad Iksan
Majesty Journal Vol. 4 No. 2 (2022): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v4i2.174

Abstract

This study aims to examine the relationship between students’ self-confidence and communicative competence, particularly speaking ability, among junior high school students in Indonesia. The research was conducted at SMPN 9 Pinrang, involving eighth-grade students as the research participants. This study employed a descriptive correlational design to determine whether students’ self-confidence was significantly related to their speaking performance. The population consisted of 104 students, while the sample comprised 28 students selected through cluster sampling. The data were collected through a self-confidence questionnaire and an oral speaking test. The data were analyzed using the Pearson Product Moment correlation formula. The findings showed that the correlation coefficient between students’ self-confidence and speaking ability was 0.700. This value was higher than the r-table value at both the 5% significance level (0.374) and the 1% significance level (0.478), indicating a significant correlation between the two variables. The correlation coefficient also fell within the range of 0.61–0.80, which indicates a substantial correlation. Therefore, the null hypothesis was rejected, and the alternative hypothesis was accepted. The study concludes that students’ self-confidence has a significant relationship with their communicative competence. Students with higher self-confidence tend to demonstrate better speaking ability, as they are more willing to express ideas, participate in oral communication, and use English in classroom interaction.
Indonesian–English Translation Errors among EFL Students: Semantic, Syntactic, and Pragmatic Challenges Ismail Ismail; Hasan Hasan; Mustakim Mustakim
Majesty Journal Vol. 5 No. 1 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i1.176

Abstract

Translation competence is an essential component of English as a Foreign Language (EFL) learning because it requires students to transfer meaning accurately from the source language into the target language while maintaining grammatical, semantic, and pragmatic appropriateness. This study aims to investigate the types and frequency of translation errors made by EFL students in Indonesian–English and English–Indonesian sentence translation. The study employed a descriptive analytical design involving 23 fifth-semester students of the English Education Study Program at Universitas Muhammadiyah Enrekang. Data were collected through translation tasks consisting of Indonesian and English sentences and short texts. The students’ translation products were analyzed using an error classification framework covering pragmatic errors, syntactic errors, semantic errors, and miscellaneous errors in the form of omissions. The findings revealed 2700 translation errors. Semantic errors were the most dominant category, with 1174 errors or 43.48%, mainly involving inappropriate word choice, prepositions, articles, and misspellings. Syntactic errors ranked second, with 812 errors or 30.07%, especially in the use of tenses, singular and plural forms, modifiers, pronouns, and sentence elements. Pragmatic errors accounted for 445 errors or 16.48%, including excessive literal translation, ambiguity, insufficient accuracy, and misinterpretation of terms. Omission errors appeared 269 times or 9.96%. These findings indicate that students’ translation difficulties are primarily related to lexical-semantic accuracy, grammatical control, contextual interpretation, and incomplete transfer of meaning. The study suggests that translation instruction should integrate contrastive grammar practice, contextual vocabulary development, pragmatic awareness, guided translation exercises, and systematic feedback to improve students’ translation competence.
Male and Female Teachers’ Communication Styles in EFL Classroom Interaction: A Discourse Analysis Rahmaeni Rahmaeni
Majesty Journal Vol. 5 No. 1 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i1.177

Abstract

Teachers’ communication styles play an important role in shaping classroom interaction, student participation, and the effectiveness of the teaching and learning process. This study aimed to explore the communication styles used by male and female teachers in EFL classroom interaction, identify the similarities and differences between their communication styles, and examine the aspects influencing those styles. This research employed a qualitative design using a discourse analysis approach. The participants were two male and two female English lecturers from the English Education Department of Universitas Negeri Makassar. Data were collected through classroom observation, video recording, and interviews. Each lecturer was observed and recorded in two meetings, resulting in eight classroom recordings. The recorded interactions were transcribed and analyzed based on four categories of communication styles: assertive, aggressive, passive, and passive-aggressive. The findings revealed that both male and female teachers used all four communication styles in classroom interaction. Assertive style was the most dominant communication style used by both groups, while passive-aggressive style appeared least frequently. Male teachers were more dominant in using assertive, aggressive, and passive styles, whereas female teachers used passive-aggressive style more frequently. The findings also showed that teachers’ communication styles were influenced by classroom atmosphere, teaching time, and subject matter. This study suggests that awareness of communication styles is essential for EFL teachers because appropriate classroom communication can support student engagement, improve interaction, and create a more effective learning environment.

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