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All Journal Jurnal Konseling dan Pendidikan Tsaqafatuna: Jurnal Ilmu Pendidikan Islam BABASAL English Education Journal Journal of General Education and Humanities Jurnal Global Ilmiah Foreign Language Instruction Probe International Journal of Educational Qualitative Quantitative Research Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Amroh Umaemah, Amroh
UIN Siber Syekh Nurjati Cirebon
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Integrasi Nilai - Nilai Moderasi Beragama pada Pembelajaran Bahasa Inggris di Madrasah Aliyah Umaemah, Amroh
TSAQAFATUNA : Jurnal Ilmu Pendidikan Islam Vol. 4 No. 2 (2022): Pendidikan Islam: Integrasi Nilai, Pengembangan Karakter, dan Inovasi Teknologi
Publisher : Sekolah Tinggi Ilmu Tarbiyah Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/tsaqafatuna.v4i2.233

Abstract

Penelitian ini bertujuan untuk mengeksplorasi keberadaan nilai nilai moderasi beragama pada rencana pelaksanaan pembelajaran, sintaksis pembelajran, serta evaluasi pembelajaran Bahasa Inggris di Madrasah Aliyah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Metode pengumpulan data yang digunakan yaitu observasi, wawancara, dan dokumentasi. Subjek dalam penelitian ini adalah guru Bahasa Inggris dan siswa di kelas XI Madrasah Aliyah. Hasil penelitian menunjukkan bahwa penerapan nilai moderasi beragama dalam pembelajaran bahasa Inggris dapat membantu meningkatkan motivasi dan partisipasi siswa, mengurangi stres belajar, serta meningkatkan kinerja akademik. Selain itu, pengajaran bahasa Inggris yang memperhatikan nilai moderasi beragama juga dapat meningkatkan pemahaman siswa tentang keberagaman budaya dan agama, sehingga mereka dapat lebih terbuka dan toleran terhadap perbedaan.
Teacher Needs Analysis of Power Point Video to Teach Report Text in Senior High School Fardillah, Vicky; Arrasyid, Farouk imam; Umaemah, Amroh
BABASAL English Education Journal Vol. 5 No. 2 (2024): -
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/beej.v5i2.3337

Abstract

This study aims to analyze the needs of teachers at various educational levels, encompassing professional, pedagogical, and welfare aspects. Professional needs include competency development through training and further education, as well as support in the use of educational technology. Pedagogical aspects involve effective teaching methods, classroom management, and relevant evaluation strategies. This study employs a qualitative method with an interview design and open-ended questionnaires to collect data. The results reveal that teachers need several points in designing research using PowerPoint videos, including the need to determine appropriate topics for writing assessments, the need for writing genres that align with the task instructions, the need to understand learning materials, the need for preparation and presentation, specific element requirements, the need to provide teaching strategies, and the need to give feedback. This research offers a new contribution to the existing literature on the use of technology in classroom learning, with a particular focus on understanding teachers' needs in learning activities through PowerPoint videos. It provides insights and best practices relevant to current and future educational situations. The study highlights the importance of preparation for teachers in online learning using PowerPoint videos and provides support to English teachers who use PowerPoint videos as a learning medium.
The Development of Lesson Plan with Disaster Mitigation Material Insertion to Teach Reading Skills Umaemah, Amroh; Hidayat, Hendi
Foreign Language Instruction Probe Vol. 1 No. 2 (2022): Applied Linguistics for Language Teachers
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v1i2.235

Abstract

The study was intended to develop lesson plan with disaster mitigation material insertion to teach reading skills. The type of research used is Research and Development (R & D) with the ADDIE model consisting of Analysis, Design, Development Implementation and Evaluation. The data were gained through interview with 3 teachers and 3 students, document analysis, and literature review. Data analysis was conducted through data reduction, data display, and conclusion drawing. The design stage is conducted by studying the problem and need analysis. At the development stage, we compile and design prototypes by developing lesson plans and learning materials, expert validation, as well as limited scale test. The research was conducted at SMPN 5 Lemahsugih, Majalengka. The expert validation resulted in an average of 89.58. This means that the lesson plan that was developed meets valid criteria and needs to be slightly revised. Meanwhile, the percentage of student responses to the application of the lesson plan was 89.7% in the limited scale test. The score is included in the good category, which means lesson plan is practically applied in the learning instruction.
Implementing the Hello Talk Application to Teach Speaking Skills in Vocational High Schools Basir, Amin; Khamdanah, Khamdanah; Umaemah, Amroh; Rizka, Haira
International Journal of Educational Qualitative Quantitative Research Vol. 3 No. 2 (2024)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v3i2.108

Abstract

The use of technology-based applications is an interesting innovation in education. The use of digital applications is important in vocational schools because it supports interactive learning, improves practical communication skills, and prepares students to face the technology-based world of work. This research aims to analyze the implementation and examine the students' and teachers' perceptions of the Hello Talk in teaching English speaking at vocational high schools. This research used qualitative descriptive methodology. The research instruments used observation and interviews to obtain the necessary data. Observation is used to find out the implementation of the Hello Talk application in teaching speaking. Interviews find out more about the perceptions of students and teachers about the use of the Hello Talk application in learning to speak. The respondents of this study were 96 students divided into three groups and 2 English teachers. The data analysis technique used the Miles and Huberman model. The results show that the implementation of the Hello Talk application effectively enhances students' engagement, enthusiasm, and speaking skills while also supporting teachers in planning and evaluating lessons. Its features, such as voice-to-text conversion and tandem partner interactions, improve pronunciation and fluency, emphasizing the need for proper guidance and digital literacy. Integrating digital tools into language teaching can foster a more engaging and interactive learning environment. This study contributes to providing insight for teachers in utilizing technology to create interactive and innovative learning. Concrete steps to integrate digital tools into the language curriculum must be accompanied by adequate infrastructure and training to optimize results.
Developing an integrated teaching factory model for enhancing industry-standard competencies in vocational education: a systematic literature review Setia Budi Wibowo; Nining Latianingsih; Satria Evans Umboh; Amroh Umaemah; Ulfah Irani Z.
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1198100

Abstract

Vocational education plays a crucial role in preparing a skilled workforce capable of responding to rapid industrial transformation in the digital manufacturing era. Despite various reforms, a persistent mismatch between vocational graduates’ competencies and industry requirements remains a structural challenge. This study aims to develop an Integrated Teaching Factory (ITF) framework as a conceptual model to strengthen industry-standard competencies in vocational education. The study employs a qualitative approach using a PRISMA-guided systematic literature review of national and international publications published between 2015 and 2025. Relevant studies were identified, screened, and analyzed through thematic content analysis to extract recurring patterns related to production-based learning, digital manufacturing integration, and cross-sector collaboration. The synthesis reveals three interdependent dimensions that underpin effective Teaching Factory implementation: industry-aligned competency mapping, digital production integration, and collaborative governance structures involving vocational institutions, industry partners, and public stakeholders. These dimensions are integrated into a coherent framework explaining how vocational education can systematically align curriculum design, technological infrastructure, and partnership governance in digitally intensive manufacturing contexts. The study contributes theoretically by integrating Public–Private Partnership theory, Stakeholder theory, and the Triple Helix model, and practically by providing strategic guidance for policymakers and practitioners in designing sustainable and scalable vocational education transformation initiatives.
The implementation of independent curriculum at senior high schools: English teachers’ perspectives Edy Waloyo; Vina Alfu Magfiroh; Amroh Umaemah
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol. 33 No. 2 (2023)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v33i2.16638

Abstract

In Indonesia, the independent curriculum meets the requirements and desires of a wide range of students, providing an alternative to the government-mandated curriculum without sacrificing educational quality or preparing students for careers or post-secondary education both locally and abroad. The purpose of this research was to explore English teachers’ perspectives related to the independent curriculum, its implementation, and its challenges at one of the senior high schools in Cirebon City. This research used a case study approach with qualitative methods and the subjects were two English teachers who taught English with the independent curriculum. Observation, interviews, and documentation were used to collect the data. The results show that regarding the implementation of the independent curriculum, English teachers give their positive (29.2%), negative (29.2%), neutral (33.3%), and unclear (8.3%) perspectives. The Implementation of the independent curriculum in learning English is carried out by strengthening the Pancasila student profile project and learning. The implementation of learning English includes three stages: planning, implementing, and evaluating. However, there are several challenges, such as a lack of student motivation and the poor mindset of students towards English.Keywords: independent curriculum, implementation, teachers’ challenges.
THE USE OF RAFT STRATEGY TO IMPROVE THE STUDENTS’ WRITING ABILITY Amroh Umaemah; Mohammad Adnan Latief; Eny Irawati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.951

Abstract

Abstract: Teaching English writing for the students of junior high school level needs high creativity, the students have to be encouraged to study hard to gain writing competence. Additionally, the students themselves face many problems: the lack of vocabulary and poor knowledge of grammar. The objective of the study is to improve the students’ writing ability using RAFT strategy employing classroom action research (CAR) design involving two cycles, three meetings each. The observation to see the result of the implementation used questionnaire, observation checklist, writing test and field notes. The expected criteria of success were that all the students achieve the minimum passing grade 55 and 75% of them involve actively in the implementation of the RAFT strategy. Thirty students of grade 8 of MTs Salafiyah Syafiiyah Babakan Ciwaringin Cirebon West Java participated in the study. The finding shows the implementation of RAFT strategy was successful to improve the students’ writing ability. All the students achieved the score at least 55 and 74.24% of them actively involved in the process of teaching and learning.  Key Words: RAFT strategy, improve, writing, ability.
EXPLORING TEACHER’S STRATEGIES IN TEACHING VOCABULARY at GRADE TENTH of SMK SULTAN AGUNG SUMBER Nia Meliana; Amroh Umaemah; Hendi Hidayat
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 3 No. 1 (2018): JUNE 2018
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v3i1.2811

Abstract

 Abstract: Vocabulary is an essential part in learning language. The teacher of SMK Sultan AgungSumber applied the vocabulary strategy in teaching English to make students learn effectively. This study is intended to explore the types, the strengths, and the weaknesses of strategyapplied by the teacher in teaching vocabulary at grade tenth of SMK Sultan AgungSumber.The research method adopted by the researchers is descriptive qualitative. The data are taken from observation and interview with the teacher and 5 students as respondents. Both observation and interview are to explore how the teacher appliesstrategies in teaching vocabulary during the learning process. The result of the study revealed that the strategies applied by the teacher to teach vocabulary includes: 1) comprehending vocabulary in details; 2) memorizing vocabulary in every meeting; 3) dictionary use; and 4) teaching vocabulary by using games. Meanwhile, for the strengths and weaknesses of each strategy, the researcher found that the most effective strategy in teaching vocabulary applied by the teacher is teaching vocabulary by using games. On the other hand, the most weaknesses vocabulary teaching strategy is memorizing vocabulary in every meeting due to the fact thatmemorizing vocabulary around 15-20 words each meeting made them easy to forget thevocabularies that they have memorized. Keywords:Teaching Strategies, Vocabulary
AN ANALYSIS OF CULTURAL CONTENT IN THE TEXTBOOK “PATHWAY TO ENGLISH” FOR SECOND GRADE IN SENIOR HIGH SCHOOL Ine Nurjanah; Amroh Umaemah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 4 No. 1 (2019): June 2019
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v4i1.4536

Abstract

Abstract: Some teachers English only focus on  students’ four skills and do not introduce about  the culture, especially in learning English. Then, the student don’t know about the culture.  Cultural content is not taught directly. It can introduce through the textbook. So this way the important thing to the teacher should choose the appropriate textbook for teaching and learning language without leaving the culture that represented in the textbook. This research investigates the representation of culture-related contents in English textbooks entitled “Pathway to English” that published by Erlangga for second grade in senior high school in Indonesia. A content analysis of these textbooks was conducted, using two aspects of culture, ‘cultural categories’ and the ‘cultural dimensions’ as the evaluation framework. In this research analayzed 14 chapters, 53 reading passages that was analyzed. Based on the result of the data that was analyszed. The are two aspect that present in this research. The first aspect is the cultural categories of Cortazzi and Jin (1999), and that has most huge amount of the porpostion is target culture. The country that use English as official language. Next, the other cultural categories that has small part  is local culture and the last which has the the smallest part is international culture. The second aspect is five dimentions of Moran’s theory (2001). The most that has huge amount of porpotion in five dimentions is product the second part is person and community. Practice and perspective are the small part that represent in the textbook. 
Intertextual Awareness in EFL Report Writing: A Comparison of Field- and Web-Based Source Use Amroh Umaemah; Hendi Hidayat; Tedi Rohadi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1529

Abstract

This qualitative study explores how EFL students interactively work with field- and web-based sources in academic report writing through processes of selection, interpretation, and integration. Data were collected through semi-structured reflective questionnaires, semi-structured interviews, and student report texts involving 32 third-semester students. Grounded in Bazerman’s intertextual typology and Canagarajah’s translingual framework, thematic analysis identified two overlapping intertextual repertoires that reflected distinct patterns of meaning-making. Field-based engagement encouraged experiential curiosity, dialogic interpretation, and narrative integration, in which students drew on cultural immediacy and personal experience to construct a stronger authorial voice and epistemic agency. In contrast, web-based engagement was more strongly associated with algorithmic search behaviour, multimodal decoding, and citation-oriented structuring. Although both source types supported strategic meaning-making, field-based practices demonstrated deeper interpretive engagement and more independent knowledge construction. The findings indicate that pedagogical support should integrate embodied inquiry and digital literacy to strengthen students’ critical intertextual competence in academic writing. The study also suggests incorporating hybrid source use into EFL writing instruction to support more balanced and adaptive academic authorship.
Co-Authors Basir, Amin Eny Irawati Fardillah, Vicky Farouk Imam Arrasyid Farouk Imam Arrasyid, Farouk Imam Hendi Hidayat Hendi Hidayat Hendi Hidayat, Hendi Ine Nurjanah Khamdanah, Khamdanah Mohammad Adnan Latief Mohammad Rizqi Ulul Yazidane Muhammad Reykhan Alif Nia Meliana Nining Latianingsih Putri Sofwatunnisa Rizka, Haira Satria Evans Umboh Setia Budi Wibowo Tedi Rohadi Ulfah Irani Z. Vina Alfu Magfiroh Waloyo, Edy