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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 87 Documents
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Enhancing Students’ Vocabulary Mastery through Guessing Word Games: An Engaging Strategy in EFL Classroom Fitri Handayani Suleman; Hasan Hasan
Majesty Journal Vol. 3 No. 2 (2021): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v3i2.215

Abstract

Vocabulary learning was a very important aspect for students when they are learning English. Students need new learning methods so they can enjoy the ongoing learning process. The teacher should also be able to convey the material well and using media appropriately. The purpose of this study was to determine whether song media can have a significant difference in increasing of students English vocabulary at seventh grade of MTs Darul Falah Islamic Boarding School Enrekang, and to find out whether the use of song media is more effective than the use of conventional media. The population in this study was 60 students. It consists of 2 classes and each class consists of 30 students. From the results of calculations at the time of the pre-test or before treatment, it was obtained the value of t0 = 1.517 < tt = 2.001, which shows that both classes are worthy of study because they do not have a significant difference in increasing of students English vocabulary after being tested using the t-test, but after giving treatment and posttest values ​​obtained t0 = 3.201> tt = 2.001, with a significance level α = 0.05 and df = n1 + n2 - 2 = 58, then t0 is higher than tt which indicates there is a significant difference in increasing of students English vocabulary between classes taught guess word games (experimental class) and classes taught using conventional media (control classes) after being given a pre-test, besides that the use of song media is more effective and has a significant effect than the use of conventional media.
From Low to High Vocabulary Mastery: The Effect of Personal Vocabulary Notes (PVN) Technique in EFL Learning Sitti Awalia
Majesty Journal Vol. 3 No. 2 (2021): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v3i2.216

Abstract

This study aimed to investigate the effect of the Personal Vocabulary Notes (PVN) technique on students’ vocabulary mastery in English as a Foreign Language (EFL) learning. The research employed a quasi-experimental design involving an experimental group and a control group. Each group consisted of eighth-grade students at a junior high school. The research instrument was a vocabulary test administered as a pre-test and post-test to measure students’ vocabulary achievement before and after the treatment. The data were analyzed using descriptive statistics and an independent sample t-test. The results showed that the experimental group, which was taught using the PVN technique, achieved a higher mean score in the post-test compared to the control group. The statistical analysis indicated that the difference between the two groups was significant at the 0.05 level of significance. Therefore, it can be concluded that the Personal Vocabulary Notes (PVN) technique is effective in improving students’ vocabulary mastery in EFL learning. This technique encourages students to actively record, learn, and retain new vocabulary in a more meaningful and autonomous way.
Enhancing Students’ Writing Ability in Descriptive Text through Student Teams Achievement Divisions (STAD) Method: A Quasi-Experimental Study Juhelmi Juhelmi; Hasan Hasan
Majesty Journal Vol. 3 No. 2 (2021): Majesty: Language Education
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/majesty.v3i2.217

Abstract

This study aimed to investigate the effectiveness of the Student Teams Achievement Divisions (STAD) method in improving students’ writing ability, particularly in writing descriptive texts. The research employed a quasi-experimental design involving an experimental class and a control class. Each class consisted of 30 eighth-grade students at MTs Darul Falah Islamic Boarding School, Enrekang. The instrument used in this study was a writing test in the form of descriptive text tasks. The data were analyzed using descriptive statistics and an independent sample t-test to determine the significant difference between the experimental and control groups. The results showed that the mean score of the experimental group in the post-test (72.80) was higher than that of the control group (59.83). Furthermore, the t-test results indicated that t-count (4.336) was higher than t-table (2.001) at the significance level of 0.05, meaning that the alternative hypothesis (H₁) was accepted and the null hypothesis (H₀) was rejected. It can be concluded that the STAD method has a significant effect on improving students’ writing ability. Therefore, the STAD cooperative learning model is recommended as an effective alternative strategy in teaching writing, particularly in descriptive text for EFL learners.
Beyond Grammar Correction: Targeted Micro-Revision as a Scaffold for EFL Academic Writing Development Ismail Ismail; Umiyati Jabri
Majesty Journal Vol. 8 No. 2 (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.v8i2.239

Abstract

Background. Revision is a crucial component of academic writing; however, many EFL students still experience difficulties revising their drafts beyond surface-level grammar correction. In higher education contexts, students need explicit and manageable instructional support to revise paragraph organization, coherence, evidence, sentence clarity, and academic word choice. Purpose. This study aimed to examine the implementation of targeted micro-revision exercises and explore their contribution to students’ writing revision skills in an Academic Writing course. Methods. This study employed a classroom-based qualitative case study supported by descriptive analysis of students’ writing drafts. The participants were 22 fourth-semester students in the English Education Study Program at Universitas Muhammadiyah Enrekang. Data were collected through students’ initial and revised drafts, classroom observation notes, targeted micro-revision checklists, pinpoint peer review sheets, and student reflection questionnaires. The data were analyzed using descriptive and thematic procedures. Results. The findings showed that targeted micro-revision exercises were implemented through orientation, a specific revision focus, lecturer modelling, guided practice, individual revision, peer review, checklist use, feedback, and reflection. Students’ writing improved across ten assessed aspects, with the mean total score increasing from 20.95 in the initial drafts to 30.73 in the revised drafts. Students also responded positively to the exercises, particularly to lecturer modelling, checklist use, and gradual revision. Conclusion. Targeted micro-revision exercises can function as a practical scaffold for developing EFL students’ academic writing revision skills, although continued support is needed in grammar, evidence explanation, and coherence development.
Animation Movies as Multimodal Input for Improving EFL Students’ Narrative Writing Skills Nur Afni; Sri Rosmiana; Musdalifah Musdalifah
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.v8i1.273

Abstract

Background. Narrative writing remains a challenging skill for many EFL students because it requires the ability to generate ideas, organize story events, select appropriate vocabulary, apply grammatical structures, and construct coherent texts. In vocational secondary school contexts, students often experience difficulty transforming ideas into well-structured English narratives due to limited vocabulary, weak sentence construction, and low writing motivation. Animation movies offer multimodal input through visual, auditory, and narrative elements that may support students in understanding story structure and developing written texts. Purpose. This study aimed to improve eleventh-grade students’ narrative writing skills through the integration of animation movies as multimodal input in an EFL writing classroom. Methods. The study employed classroom action research based on Kurt Lewin’s model, consisting of planning, acting, observing, and reflecting. The participants were 21 students of class XI TKJ at SMKN 05 Enrekang, Indonesia. Data were collected through writing tests, classroom observations, questionnaires, and teacher interviews. Quantitative data were analyzed using mean scores and mastery percentages, while qualitative data were interpreted descriptively to examine students’ engagement and classroom responses. Results. The findings showed a gradual improvement in students’ narrative writing performance across the research cycles. The mean score increased from 66.19 in the pre-test to 72.57 in post-test 1 and 77.90 in post-test 2. The percentage of students who achieved the Minimum Mastery Criterion also increased from 28.57% in the pre-test to 47.61% in post-test 1 and 76.19% in post-test 2. Qualitative findings indicated that animation movies helped students generate ideas, identify characters, organize story sequences, understand conflicts and resolutions, and participate more actively in writing activities. Conclusion. Animation movies can serve as effective multimodal input for enhancing EFL students’ narrative writing skills. Their effectiveness is stronger when supported by teacher scaffolding, vocabulary guidance, story mapping, and structured writing activities.
Making Uncertainty Productive in EFL Writing: The Curiosity Loop as an Inquiry-Based Pedagogy Asbar Asbar; Ismail Ismail
Majesty Journal Vol. 8 No. 2 (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.v8i2.479

Abstract

Background. Curiosity is increasingly recognized as an important driver of engagement in EFL learning; however, its role in academic writing instruction, particularly in helping students manage uncertainty, develop arguments, and revise ideas, remains underexplored. University EFL learners need learning experiences that encourage questioning, sustained inquiry, and reflective meaning construction rather than dependence on immediate lecturer explanations. Purpose. This study aimed to explore the implementation of the Curiosity Loop in an Essay Writing course, focusing on students’ experiences of wondering, grappling, and discovering, the forms of engagement that emerged, and the pedagogical opportunities and challenges associated with its implementation. Methods. This study employed a classroom-based qualitative case study involving 18 third-semester students of the English Education Study Program at Universitas Muhammadiyah Enrekang. The Curiosity Loop was implemented across eight 100-minute meetings. Data were collected through classroom observations, reflective journals, student-generated inquiry records, writing artifacts, and semi-structured individual interviews with six purposively selected students. The data were analyzed using reflexive thematic analysis supported by deductive and inductive coding. Results. The findings showed that students gradually moved from answer-seeking questions toward more analytical inquiry involving evidence, justification, alternative perspectives, and argument revision. Grappling became productive when supported by appropriate linguistic and pedagogical scaffolding, while discovery was reflected most clearly in substantive revisions of ideas and arguments. The process also facilitated cognitive, behavioral, emotional, and social engagement, although linguistic limitations, unequal participation, and time demands remained challenges. Conclusion. The Curiosity Loop can provide a practical inquiry-oriented framework for EFL academic writing by helping students use curiosity, uncertainty, evidence, interaction, and revision as resources for developing more reflective and defensible arguments.
ArguMap-AI: An Intelligent Claim–Evidence Mapping System for EFL Academic Writing Mustakim Mustakim; Ismail Ismail; Sri Rosmiana; Ita Sarmita Samad
Majesty Journal Vol. 8 No. 2 (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.v8i2.490

Abstract

Background. Artificial intelligence is increasingly used to support EFL academic writing; however, most existing tools emphasize language correction, text generation, or general feedback rather than helping students examine the underlying structure of argumentative reasoning. In particular, EFL learners often experience difficulty connecting claims with relevant and sufficient evidence. Purpose. This study aimed to develop and evaluate ArguMap-AI, an intelligent claim–evidence mapping system designed to support argumentative writing by identifying argumentative components, visualizing claim–evidence relationships, and providing diagnostic feedback for revision. Methods. The study employed a design and development research approach supported by mixed-method evaluation. Participants were 21 fifth-semester students enrolled in the Writing Project course in the English Education Study Program at Universitas Muhammadiyah Enrekang during the 2025–2026 academic year. Data were collected through initial and revised argumentative drafts, an analytic writing rubric, ArguMap-AI-generated maps and feedback records, student perception questionnaires, and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative data were examined thematically. Results. The findings showed improvement across all assessed dimensions of argumentative writing, with the largest gains occurring in claim–evidence alignment, reasoning and explanation, and evidence relevance and sufficiency. The mean total writing score increased from 18.19 to 26.33. Students generally perceived the visual mapping and diagnostic feedback as useful for identifying unsupported claims and improving revision decisions. Challenges included occasional component misclassification, complex visual maps in longer texts, and the continuing need for lecturer guidance. Conclusion. ArguMap-AI shows potential as an intelligent reasoning scaffold for EFL academic writing by helping students visualize, evaluate, and revise argumentative relationships while preserving learner decision-making.

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