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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 Correlation between Lecturer Personality and Students’ Reading Achievement in Reading Comprehension Muh. Yukir
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.v5i1.178

Abstract

This study aims to investigate the correlation between lecturer personality and students’ reading achievement in reading comprehension. It also examines the influence of lecturer personality on students’ achievement in a reading course. The study employed a descriptive quantitative design with a correlational approach. The population consisted of English Education students at Universitas Muhammadiyah Enrekang in the 2021/2022 academic year. The sample comprised 14 first-semester students selected through purposive sampling because they were taking an intensive reading course. Data were collected using a questionnaire on lecturer personality and students’ reading achievement scores obtained from the reading lecturer. The data were analyzed using SPSS version 25 to determine the correlation between the variables. The findings showed that the correlation coefficient between lecturer personality and students’ reading achievement was 0.441, indicating a moderate correlation. In addition, the Chi-square analysis showed that the obtained value was higher than the table value (60.7225 ≥ 55.76), indicating a significant influence of lecturer personality on students’ reading achievement. These findings suggest that lecturer personality contributes to students’ reading achievement by supporting motivation, classroom engagement, and learning comfort. Therefore, lecturers are expected to demonstrate positive personal characteristics, such as fairness, patience, friendliness, clarity, self-control, and appreciation of students’ opinions, to create a more supportive reading classroom environment.
Digital Social Media and English Writing Skills: Students’ Perceptions in an EFL Context Ima Muslimah
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.v5i1.179

Abstract

Digital social media has become an increasingly important platform for language learning, particularly in supporting students’ English writing development. This study aims to investigate students’ perceptions of digital social media use in developing their English writing skills. The study employed a qualitative descriptive design involving 14 students from the English Education Department of Universitas Muhammadiyah Enrekang. Data were collected through an online questionnaire distributed using Google Forms. The questionnaire consisted of four sections: social media use, preference for short-form words, grammar use, and bilingual word use. The findings revealed that students had positive perceptions of digital social media as a supporting medium for English writing. Most students frequently used social media in their daily activities and for academic purposes. They also considered social media useful for accessing English content, communicating with others, and practicing written English. The results showed that 71.4% of students were aware of grammar use when writing on social media, while 92.9% stated that social media helped improve their grammar. However, students also reported several challenges, including the frequent use of short-form words, bilingual expressions, and grammatical errors that may influence formal essay writing. Overall, the study indicates that digital social media provides valuable opportunities for students to practice English writing, expand vocabulary, and develop grammar awareness. Nevertheless, students need guidance to use social media more critically and academically so that informal writing habits do not negatively affect formal English writing performance.
Grammatical Error Analysis in EFL Students’ Recount Text Writing Hasan Hasan; Andi Sadapotto; Usman M Usman M; Muhammad Hanafi
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.v5i1.180

Abstract

Writing recount texts requires students to retell past experiences coherently while applying appropriate grammatical features, especially past tense forms, prepositions, noun pluralization, articles, pronouns, conjunctions, and punctuation. However, EFL students frequently experience difficulties in producing grammatically accurate recount texts. This study aims to identify and classify the most frequent grammatical errors found in students’ recount text writing. The study employed a descriptive quantitative design involving 40 third-year students selected through purposive sampling. Data were collected from students’ written recount texts about unforgettable personal experiences, which were written in class within 60 minutes. The data were analyzed using an error analysis procedure consisting of error identification, classification, tabulation, and percentage calculation. The errors were categorized into verb forms, prepositions, noun pluralization, articles, pronouns, conjunctions, and punctuation or writing mechanics. The findings revealed that verb form errors were the most frequent, occurring in 92.5% of students’ texts, followed by preposition errors at 85%, noun pluralization errors at 75%, article errors at 57.5%, pronoun errors at 52.5%, conjunction errors at 37.5%, and punctuation errors at 22.5%. These results indicate that students had not fully mastered the grammatical features required in recount writing, particularly the consistent use of past tense forms. The study suggests that grammar instruction should be integrated with genre-based writing practice, explicit feedback, and remedial activities focused on students’ recurring grammatical problems. The findings provide pedagogical input for English teachers in designing more effective writing instruction to improve students’ grammatical accuracy and overall writing quality.
Teaching Campus Program: A Pedagogical Model to Support New Literacy Skills in Elementary Schools Ismail Ismail
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.v5i1.181

Abstract

This study explores the pedagogical model implemented in Indonesia's Teaching Campus Program (Program Kampus Mengajar) and its role in supporting the development of new literacy skills, particularly digital literacy and data literacy, in elementary schools. Despite the program's potential to enhance 21st-century skills, several challenges were identified, including limited technological infrastructure, insufficient digital skills among teachers, and short program duration. These challenges hindered the effective integration of new literacy skills into the curriculum, especially in rural schools with limited access to digital tools and internet connectivity. The research employed a qualitative descriptive approach, with data collected through in-depth interviews, classroom observations, and documentation review. The results highlight the importance of collaboration between teachers and university students participating in the program, the effectiveness of project-based learning (PBL) in fostering new literacy skills, and the creative use of simple technology to overcome infrastructure limitations. However, the findings also emphasize the need for ongoing teacher training, curriculum reform, and continuous evaluation to ensure the sustainability of literacy development beyond the program's short duration. This study contributes to the understanding of how new literacy skills can be integrated into elementary education, proposing solutions such as intensive and sustained training for teachers, creative technological solutions, and collaboration between educators to bridge the gap between student needs and instructional methods. Future research should focus on long-term impacts and broader curriculum integration of digital literacy to address the evolving demands of 21st-century education in Indonesia.
The Influence of a Contextualized KUKIS Handbook on Elementary Students’ English Vocabulary Achievement Umiyati Jabri; Ismail Ismail; Ilham Assidiq; Ita Sarmita Samad; Ahmad Fajrin Setiawan
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.185

Abstract

This study investigated the influence of a contextualized handbook developed through the KUKIS Program on elementary students’ English vocabulary achievement. Vocabulary mastery is a fundamental component of language learning, particularly for young learners who require meaningful and contextualized instructional support. The study employed a quantitative approach using a pre-experimental One-Shot Case Study design. The participants were 35 fifth- and sixth-grade students of SD Negeri 110 Lura, selected through purposive sampling. Data were collected using a vocabulary achievement test consisting of ten items, which were subjected to validity and reliability analyses before administration. The data were analyzed using descriptive statistics, normality testing, linearity testing, and simple linear regression analysis with the assistance of SPSS 17.0. The findings revealed that the instrument was valid and reliable, with a Cronbach’s Alpha coefficient of 0.623. The regression analysis showed a strong positive relationship between the use of the KUKIS handbook and students’ English vocabulary achievement (R = 0.89), with a coefficient of determination of 0.78. The regression equation, Y = 7.06 + 0.89X, indicated that increased utilization of the handbook was associated with higher vocabulary achievement. Furthermore, the significance value (p < .05) confirmed that the handbook had a statistically significant influence on students’ English vocabulary learning. The findings suggest that contextualized instructional materials incorporating familiar visual representations can effectively support vocabulary acquisition among elementary school learners. Therefore, the KUKIS handbook can be considered a valuable learning resource for improving English vocabulary achievement in primary education settings.
Exploring Student Perspectives on EFL Teachers’ Instructional Approaches and Classroom Management Strategies in Indonesian Secondary Schools Rahmaeni Rahmaeni
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.186

Abstract

The primary objective of this research was to investigate students' perceptions of EFL teachers' teaching methods and classroom management within the context of classroom interaction. Employing a descriptive quantitative approach, the study was conducted among students enrolled in SMP Darul Arqam Muhammadiyah Cece during the academic year 2022-2023, encompassing three classes. The sample selection utilized a purposive random sampling technique, with a focus on third-grade students, ultimately comprising a sample size of 20 students. Data collection involved a combination of observation and questionnaire administration. Upon applying the Likert scale to analyze students' perceptions of teachers' teaching methods and classroom management in English classes, the resultant data exhibited a mean score of 67.3%. This score signified a high level of agreement among students, indicating their positive reception of the employed teaching methods and classroom management strategies in the EFL classroom interaction. The research findings underscore the critical significance of teaching methods and classroom management in the broader context of the teaching and learning process. The study emphasizes the substantial impact that these factors wield in fostering students' developmental progress within the realm of learning English as a foreign language. In conclusion, the research illuminates the pivotal role of teaching methods and classroom management in the EFL classroom interaction through the lens of students' perceptions. The observed high level of agreement among students underscores the significance of these factors in shaping an effective educational experience. This study accentuates the profound influence of adept teaching methods and adept classroom management on students' English language acquisition and underscores the integral role they play in the broader educational landscape.
Analyzing English Language Learning in Elementary Schools During the COVID-19 Pandemic: Challenges and Insights Roni Roni; Sunandar Sunandar; Sam Hermansyah; St. Nurbaya
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.187

Abstract

The COVID-19 pandemic significantly transformed English language learning in elementary schools by shifting instruction from face-to-face classrooms to online and distance learning environments. This study aims to analyze the implementation, challenges, and pedagogical insights of English language learning in elementary schools during the COVID-19 pandemic. The study employed a qualitative literature review design by examining relevant national and international journal articles, books, and scholarly reports published up to 2023. The selected literature was analyzed through thematic content analysis by identifying recurring themes related to digital learning media, teacher roles, student participation, parental involvement, and learning barriers. The findings indicate that English learning during the pandemic was commonly implemented through digital platforms and media such as WhatsApp, Zoom, Google Meet, Microsoft Teams, YouTube, PowerPoint, pictures, videos, and audiovisual materials. These media supported vocabulary development, listening practice, pronunciation modeling, reading activities, and student engagement. However, the implementation of online English learning also faced several challenges, including limited internet access, unstable network connectivity, lack of digital devices, economic constraints, low student discipline, reduced interaction, limited teacher preparation, and difficulties in assessing students’ actual language performance. The study concludes that effective English learning for elementary students in emergency or technology-mediated contexts requires interactive, contextual, age-appropriate, and student-centered learning activities supported by teacher digital competence and parental involvement. The findings imply that schools should strengthen digital infrastructure, teacher training, and home-school collaboration to improve the quality and equity of English learning in elementary education.
Enhancing Junior High School Students’ English Achievement through Educational Gamification: A Quasi-Experimental Study Ismail Ismail
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.188

Abstract

Educational gamification has increasingly been recognized as an innovative pedagogical strategy for improving students’ motivation, engagement, and learning achievement in English language classrooms. This study aimed to examine the impact of educational gamification on junior high school students’ academic achievement in learning English at SMPN 5 Enrekang, Indonesia. Employing a quasi-experimental design, the study involved 53 seventh-grade students divided into an experimental group and a control group. The experimental group was taught using gamification-based learning activities supported by ClassDojo and Breakout EDU, while the control group received conventional instruction. Data were collected through pre-test and post-test using the EF SET test, which measured students’ English reading and listening proficiency. The results showed that the two groups had relatively comparable pre-test scores, indicating similar initial English proficiency before the intervention. After the treatment, however, the experimental group achieved a higher mean post-test score than the control group. This finding suggests that educational gamification contributed positively to students’ English learning achievement by creating a more interactive, motivating, and engaging learning environment. The study highlights the pedagogical value of integrating game elements into English language instruction, particularly at the junior high school level. It also implies that teachers need to design technology-supported and student-centered learning activities to enhance students’ academic performance and classroom participation.
Project-Based Learning for Developing English Narrative Writing Skills in an Indonesian EFL Classroom Ismail Ismail
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.189

Abstract

Project-Based Learning has been widely recognized as a student-centered instructional approach that supports active learning, collaboration, creativity, and meaningful language use in EFL classrooms. This study aimed to examine the effectiveness of Project-Based Learning in developing students’ English narrative writing skills. The study employed a pre-experimental quantitative design using a one-group pre-test and post-test model. The participants were 22 second-semester students of the English Education Study Program at Muhammadiyah University of Enrekang, Indonesia. The intervention was implemented over seven weeks through project-based narrative writing activities, supported by writing portfolios, lesson plans, and rubric-based assessment. The data were collected through pre-test and post-test writing tasks and analyzed using mean scores, standard deviation, and paired-sample t-test. The findings showed that students’ mean score increased from 12.68 in the pre-test to 19.68 in the post-test, indicating an improvement of 7.00 points. The paired-sample t-test result also showed a statistically significant difference between the pre-test and post-test scores, with a significance value of 0.0005. Further analysis revealed that students improved in all assessed writing aspects, including introduction, body, conclusion, grammar, and word choice. Grammar obtained the highest post-test mean score, followed by conclusion, word choice, introduction, and body. These findings suggest that Project-Based Learning can support students’ narrative writing development by providing structured, collaborative, and process-oriented writing experiences. The study implies that PBL can be integrated into EFL writing instruction to improve students’ content organization, language use, and engagement in the writing process.
From Scrolling to Learning: Students’ Perceptions of Instagram for English Reading Comprehension Sri Rosmiana; Riska Riska; Firawan Firawan; Mutmainnah Mutmainnah; Musdalifah Musdalifah
Majesty Journal Vol. 5 No. 2 (2023): Majesty: English Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v5i2.190

Abstract

The integration of social media into English language learning has created new opportunities for students to access authentic materials, improve engagement, and develop language skills beyond the classroom. This study aimed to investigate students’ perceptions of using Instagram to support English learning, particularly in enhancing reading comprehension. The study employed a qualitative descriptive design involving 15 students from the English Education Department at Universitas Muhammadiyah Enrekang. Data were collected through a questionnaire consisting of 30 statements distributed using Google Forms. The findings revealed that students generally had positive perceptions of Instagram as a learning medium. Most students agreed that Instagram supported their reading activities by providing accessible, interesting, and varied English content. The highest percentage showed that 47% of students agreed that Instagram helped them during reading-based learning activities, while only 7% disagreed. These results indicate that Instagram can encourage students to read English texts more actively, identify difficult vocabulary or expressions, and summarize reading content more effectively. However, students also encountered several obstacles, including poor internet connection and technical problems with mobile devices. Overall, the study suggests that Instagram can be used as a supportive digital learning platform to enhance students’ English reading comprehension when integrated appropriately into language learning activities.

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