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All Journal Kebudayaan PROJECT (Professional Journal of English Education) SALEE: Study of Applied Linguistics and English Education JOLLT Journal of Languages and Language Teaching Cerdika: Jurnal Ilmiah Indonesia Journal of English Language Teaching and Literature (JELITA) Journal of English Education and Teacher Trainer
Imani, Anugrah
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Arts Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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PENGEMBANGAN BUDAYA LITERASI DI PERGURUAN TINGGI KEAGAMAAN ISLAM MELALUI PEER TUT Gustini, Neng; Imani, Anugrah; Rohaniawati., Dede
Kebudayaan Vol 13 No 1 (2018)
Publisher : Puslitjakdikbud Balitbang Kemdikbud

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jk.v13i1.229

Abstract

AbstractThis study based on phenomenon about literacy culture of Indonesian community is low. The problems of this research are: (1) Why tradition of literacy in Tarbiyah and Teaching Faculty of Sunan Gunung Djati Islamic University is weak?; (2) How to improve tradition of literacy in Tarbiyah and Teaching Faculty?; (3) Why is it necessary to improve the literacy tradition of Peer Tutors?This study focuses on three purposes: (1) Identify literacy culture program on students in Tarbiyah and Teaching Faculty of Sunan Gunung Djati Islamic University before using peer tutor; (2) Describe implementation process of multiple intelligences through peer tutor on studentsâ?? literacy culture: (3) Explain the results of development of studentsâ?? literacy culture based on multiple intelligences through peer tutor. The method of this research is research and development. The result shows that literacy programs in Tarbiyah and Teaching Faculty of Sunan Gunung Djati Islamic University before using peer tutor have not been planned systematically, only structured learning, such as: papers, book reports and observation reports. Whereas literate culture by using multiple intelligences through peer tutor program can improve the culture of reading and writing because it was implemented using the programs as follows: Drop Everything and Read (DEAR) program: One Day One Article (ODOA) program, and One Month One Book (OMOB) program. Those activities were carried out by literacy community (KOMBIS). Besides, there was the implementation of literacy Journal, workshop, and has created literacy community which consist of 15 students who have the same programs on multiple intelligences.Abstrak :Penelitian ini bertitik tolak dari fenomena rendahnya budaya literasi masyarakat Indonesia. Permasalahannya adalah: (1) Mengapa tradisi literasi di Fakultas Tarbiyah dan Keguruan (FTK) UIN Sunan Gunung Djati lemah? (2) Bagaimana meningkatkan tradisi literasi di FTK UIN Sunan Gunung Djati? (3) Mengapa untuk meningkatkan tradisi literasi perlu Peer Tutor? Fokus penelitian adalah: (1) mengidentifikasi program budaya literasi mahasiswa di FTK UIN Sunan Gunung Djati sebelum menggunakan tutor sebaya, (2) mendeskripsikan proses implementasi kecerdasan majemuk melalui tutor sebaya pada budaya literasi mahasiswa, (3) menjelaskan hasil pengembangan budaya literasi berbasis kecerdasan majemuk melalui tutor sebaya. Metodologi yang digunakan adalah penelitian pengembangan (R&D). Hasilnya menunjukkan bahwa program literasi di FTK UIN Sunan Gunung Djati Bandung sebelum menggunakan tutor sebaya belum terencana secara sistematis, pembelajaran hanya dilakukan secara terstruktur seperti: makalah, laporan buku dan laporan observasi. Realitas budaya literasi dengan menggunakan kecerdasan majemuk melalui peer tutor dapat meningkatkan budaya membaca dan menulis karena diimplementasikan dengan menggunakan: Drop Everything and Read (DEAR) program; One Day One Article (ODOA) program, dan One Day One Book (ODOB) program. Kegiatan tersebut dilakukan oleh komunitas literasi (KOMBIS) di UIN. Selain itu, penelitian ini menghasilkan jurnal literasi, workshop, dan telah menciptakan komunitas literasi yang terdiri dari 15 mahasiswa.
Translation Strategies for Islamic Terms Used by English Teachers in the English Classroom Randa, Alyaa Hilmianti; Imani, Anugrah; Sulaeman, Dedi; Rohaedi, Tedi; Kurniawati, Nia
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.1384

Abstract

This study aims to explore the translation strategies for Islamic terms used by English teachers. The study focuses on preservation, addition, globalization, and localization strategies used by English teachers in an Islamic school in Bekasi. It delves into the importance of accurate translation to convey the essence of Islamic terms, highlighting the reason for strategies that English teachers used. This study utilized a qualitative research approach to investigate the translation strategies employed by English teachers in Islamic schools. The research involved primary data collection through observation and interviews with English teachers at Quba Islamic School in Bekasi. Two English teachers, one for the lower and one for the upper levels, were selected as research subjects. The result found that preservation is the most common strategy for teachers when teaching students Islamic terms. However, teachers use fewer addition strategies. Teachers also use globalization of Islamic terms, which involves a global or universal perspective in teaching Islamic terms. Meanwhile, teachers do not use localization strategies in the English classroom. Additionally, these studies underscore the significance of teachers shaping students' understanding of Islamic terms through various strategies.
Interactive Teaching Strategies for Online English Speaking Classes: Engaging Primary Students Aisy, Ghina Rohadatul; Imani, Anugrah; Kurniawati, Nia; Sulaeman, Dedi; Rohaedi, Tedi
JELITA Vol 6 No 1 (2025): Journal of English Language Teaching and Literature (JELITA)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jelita.v6i1.672

Abstract

This study investigated how teachers implemented interactive teaching strategies to increase the engagement of 15 elementary school students aged 7-10 years in an online English-speaking class. Using a qualitative case study approach, data was collected through observing one online class session conducted using Zoom Meetings. Thematic analysis identified various strategies, such as the use of multimedia (movies), interactive platforms (Quizizz), and structured participation methods (e.g., gender-based turn-taking). Repetition techniques were also found to be a tool to reinforce learning. The results of this study show that interactive strategies are able to improve students' engagement and speaking skills in an online environment. This research provides practical recommendations for educators in creating engaging and effective learning experiences in the online classroom.
Evolving Selves: A Narrative Inquiry Into The Role of Reflective Journaling in Shaping Experienced EFL Teachers’ Professional Identity Maulana, Arli; Supriatna, Deri; Sulaeman, Dedi; Ruminda; Imani, Anugrah
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the evolving nature of professional identity among experienced English as a Foreign Language (EFL) teachers, with a specific focus on the role of reflective journaling. While much of the existing literature has emphasized the identity development of pre-service or novice teachers, this research highlights how identity continues to transform throughout a teacher’s career. Using a qualitative narrative inquiry approach, the study involved six experienced EFL teachers who responded to open-ended reflective questions. Data were analyzed thematically, drawing from both participant narratives and NVivo-style coding, to identify patterns in reflective practice and professional self-understanding. The findings reveal that reflective journaling, whether formal, informal, or mental, serves as a powerful mediational tool for self-awareness, pedagogical growth, and emotional resilience. Participants reported that reflection helped them navigate institutional pressures, revise teaching philosophies, and reaffirm their commitment to student-centered learning. Themes such as motivation, personal values, emotional tension, and adaptability emerged as central to their reflective narratives. Additionally, teachers offered peer-oriented advice, further reinforcing reflection as a shared and generative practice within the EFL community. This study contributes to the discourse on lifelong teacher development by emphasizing the transformative and sustaining role of reflective practice in shaping teacher identity beyond the early stages of teaching.
Need Analysis of Islamic-Based English Reading Materials for Junior High School Students in Pesantren Kusumah P., R. Medina; Imani, Anugrah
Journal of English Education and Teacher Trainer Vol. 2 No. 2 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i2.1838

Abstract

he purpose of this study is to analyze the need for English reading materials that integrate Islamic values and teachings for first-year students of junior high school at Kulliyatul Muaalimin Islamiyah (KMI) Pesantren (Islamic School). Many Islamic schools in Indonesia lack resources that meet specific needs and often rely on general English books from the Ministry of Education and Culture or commercial books with no Islamic content materials. This study aims to identify the reading material needs of first-grade students at KMI Darul Azhar in Cianjur, West Java, with a focus on Islamic principles and their relevance to educational content. The research employed interviews with the headmaster and with first-grade English teachers. The questionnaire to the students also was utilized, to identify their insights regarding the current curriculum, desired learning outcomes, and the importance of incorporating Islamic values within the English language program. The results of the questionnaire indicate that 77.3% of students expressed their need for Islamic English reading materials for the first grade of KMI. Moreover, based on the interview results gained from the headmaster and two English teachers, the findings indicate that there is a need to incorporate Islamic values into learning materials and curriculum, including: 1) learning motivation, which consists of stories (hikayat) about ethics, character (akhlak), cleanliness, and tawhid; 2) integration of the pillars of faith and Islam; 3) lessons on Islamic practices through daily activities and storytelling. Specifically, the findings show that the Islamic values that are the most needed by Pesantren, with the result of 81.8% were 4) adab (proper behavior) and akhlak. Additionally, students prefer reading materials that include images or illustrations. This helps students build a foundation for understanding Islamic principles and values, expand their vocabulary, and improve their English skills. By identifying these needs, the study seeks to contribute to the development of age-appropriate and culturally relevant English reading materials that promote both Islamic knowledge and English language proficiency. Researchers and teachers can enhance learning experiences for their students by integrating these Islamic principles directly into the curriculum and adapting reading materials to align with Islamic teachings, tailored for the first grade at junior high school levels in KMI Pesantren.
Teachers’ Teaching Strategies in Implementing Merdeka Curriculum at Elementary School Arofah, Fidella Nur; Imani, Anugrah; Rohadi, Tedi
Cerdika: Jurnal Ilmiah Indonesia Vol. 5 No. 12 (2025): Cerdika: Jurnal Ilmiah Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v5i12.2901

Abstract

Merdeka Curriculum is a curriculum with diverse intracurricular learning, so that students have enough time to learn concepts and strengthen their abilities. Teachers have the freedom to choose various teaching tools so that learning can be tailored to the learning needs and interests of students. Teachers utilize technology to design more creative and innovative teaching methods. Teachers must have strategies in teaching, such as applying various methods, media and games to develop students' interest in learning English. Creative and innovative teachers are teachers who are able to create various learning activities that are fun and not boring for students and teachers are able to create new learning activities for students. The subjects of this research were English teachers who taught grades one to six. The research method used by researchers is a qualitative method. The data collection techniques are interviews and questionnaires. The aim of this research is to analyze how the teaching strategies used by English teachers are implemented and to evaluate the reasons why teachers use certain English teaching strategies in implementing the Merdeka Curriculum at SD Kreatif Khairu Ummah 'Aisyiyah Cilegon. Based on the research results, the teachers used the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy. The reason is, because the Project-Based Learning (PJBL) teaching strategy, Inquiry strategy, Problem Based Learning strategy, and Group Learning and Discussion strategy make students more active in participating in the learning process, students can learn together and share knowledge with each other.
Exploring the Development of Teachers’ Competences in Technology-Based EMI Practices in an Indonesian Islamic School Imani, Anugrah; Aminuddin, Muhammad; Fadillah, Ega Nur; Sulaeman, ⁠Dedi; Rohadi, Tedi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.18816

Abstract

This study aims to describe how technology-enhanced learning with an English as a Medium of Instruction (EMI) approach is implemented at an Islamis school and to explore how teachers respond to the program. In Indonesian Islamic schools, EMI is seen as a strategic effort to strengthen students’ global readiness; therefore, integrating EMI with technology supports modernization. Using a qualitative participatory design, the research involved around 50 teachers from various subjects and was carried out in three stages: training, classroom implementation, and reflection. Data were collected through observations, interviews, and documentation, then analyzed thematically using NVivo 14 with EMI, TPACK, and SWOT as analytical lenses. The findings show that technology-based EMI is progressing but still not fully effective; teachers use technology mainly for visual support and basic English exposure, but EMI practices remain limited because of frequent code-switching, technical problems, time constraints, and minimal use of interactive digital tools. Interviews reveal that teachers respond positively yet realistically: they appreciate the increased student engagement, modernized learning atmosphere, and growing professional confidence, but also acknowledge challenges such as low digital skills, limited English proficiency, and insufficient structured training. The SWOT mapping shows opportunities in institutional branding and global readiness, and threats in inadequate infrastructure, inconsistent policies, and low parental digital literacy. The study concludes that technology-based EMI in MTs Cijangkar has strong potential but is still in transition, requiring sustained professional development, better facilities, and consistent institutional support for EMI to become a stable and effective instructional practice.
Co-Authors Aisy, Ghina Rohadatul Arofah, Fidella Nur Fadillah, Ega Nur Gustini., Neng Kusumah P., R. Medina Maulana, Arli Muhammad Aminuddin, Muhammad Neng Gustini, Neng Nia Kurniawati Randa, Alyaa Hilmianti Rohaedi, Tedi Rohaniawati., Dede Ruminda Ruminda Sulaeman, Dedi Sulaeman, ⁠Dedi Supriatna, Deri Tedi Rohadi, Tedi