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All Journal Cakrawala Pendidikan Jurnal Pendidikan Bahasa Inggris WARTA Kajian Linguistik dan Sastra Educational Psychology Journal AL ISHLAH Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching Voices of English Language Education Society Dinasti International Journal of Education Management and Social Science LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Ethical Lingua: Journal of Language Teaching and Literature Jurnal Kajian Pembelajaran dan Keilmuan Prosiding University Research Colloquium INGGARA : Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab Research Horizon Warta LPM Journal of Education Method and Learning Strategy Applied Research in English Education Journal of International Multidisciplinary Research Jurnal Pendidikan Generasi Nusantara (JPGENUS) International Journal of Educational Technology and Society Journal of English Language Teaching and Literature (JELITA)
Muamaroh Muamaroh
Universitas Muhammadiyah Surakarta
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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English to Indonesian Translation of the Idiomatic Expressions Used in Confessions of an Ugly Stepsister Novel by Gregory Maguire Melati, Widya Ardila; Muamaroh, Muamaroh
Applied Research on English Education (AREE) Vol 1, No 2 (2023): July 2023
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

This research focused at analyzing the type of idiomatic expressions found in the novel “Confessions of an Ugly Stepsister” and the translation strategies used to translate the idiomatic expressions. The aims of this research are to identify the types of idiomatic expressions and translation strategies used to translate the idioms found in the novel. This research used descriptive-qualitative method with expert opinions. To collect and analyze the data, researcher uses document analysis method. The researcher found 200 idiomatic expressions in the novel. To analyze the data, the researcher uses Fernando’s theory of idioms classifications and Baker’s theory of translation strategies. Based on the result, there are three types of idiomatic expressions: 76 pure idioms, 80 semi-idioms, and 44 literal idioms. Furthermore, there are three strategies used in translating the idiomatic words: 44 using an idiom of similar meaning and forms, 19 using an idiom of similar meaning but dissimilar form, and 137 paraphrase.
Evaluation of English Teaching Material for Senior High School Astrini, Atik; Yeny Prastiwi; Muamaroh
Journal of International Multidisciplinary Research Vol. 1 No. 2 (2023): Desember 2023
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/j8vjey80

Abstract

In Surakarta, English teachers use manuals to guide scholars and collaborate in the literacy process, and use it as a tonal resource to gain rich input into literacy. In order to improve the quality of English teaching in Indonesia, this study was conducted to measure whether  two books used in high school, "English for Critical Thinking" and "Bahasa Inggris Tingkat Lanjut" are correct or not. This research used Alan Cunningsworth's suggestion of an excellent text and tried to find the strengths and weaknesses of the two books based on the given styles. The study was conducted using an evaluation survey to evaluate two manuals in English  used by some seminaries in Surakarta. The evaluation method involved sampling books to see if they met criteria for good textbooks developed by the experimenter based on Cunningsworth's framework. The study found that Bahasa Inggris Tingkat Lanjut fulfills the five objectives and approaches of standard, design and association, content, teacher's book and policy perspective. English For Critical Thinking Allowing completes four excellent texts on Cunningsworth's goals and approaches, design and association, a teacher's book, and political attention. Bahasa Inggris Tingkat Lanjut meets five principles of Cunningsworth's excellent example and styles, design and association, pieces, content and teacher's book. The experimenter also noticed that the strengths and weaknesses of "English For Critical Thinking" and "Bahasa Inggris Tingkat Lanjut". Based on the results, the experimenter recommends that the teacher use two manuals in the teaching-literacy process because two books meet the criteria of a good book.
The Impact of Rubric Implementation on Enhancing Speaking Skills in Generation Z Students within the Merdeka Curriculum Framework Astrini, Atik; Mauly Halwat Hikmat; Muamaroh
Journal of International Multidisciplinary Research Vol. 2 No. 8 (2024): Agustus 2024
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr782

Abstract

This study explores the role of rubrics in improving speaking skills among Generation Z students under the Merdeka Curriculum in Indonesia. By leveraging qualitative research methods, specifically in-depth interviews with experienced English language teachers, the study delves into the practical applications, benefits, and challenges of rubric implementation. The findings reveal that rubrics significantly enhance student performance by providing clear, structured, and detailed feedback, aligning with Generation Z's preference for interactive and visually engaging learning experiences. Additionally, the study highlights the compatibility of rubrics with the objectives of the Merdeka Curriculum, emphasizing student independence and creativity. These insights underscore the necessity for educators to adopt and refine rubric-based assessments to meet contemporary educational goals and the unique characteristics of modern learners.
Implementation of Authentic Assessment in English Listening Lessons at Junior High School Fajar, Umul; Muamaroh; Halwat Hikmat, Mauly
INGGARA (Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab) Vol 3 No 1 (2024): May
Publisher : LPPM Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/inggara.v3i2.431

Abstract

The study explores the implementation of authentic assessment in English listening lessons within Junior High Schools under Indonesia’s Merdeka Curriculum. Employing a qualitative research method, the study involves interviews with English teachers in Sragen to gather insights into their experiences. The findings indicate that teachers utilize various assessment types, such as diagnostic, formative, and summative assessments, integratred into the learning process. Despite the benefits of authentic assessment, including improved listening skills and real-world application, teachers face challenges such as limited time, resources, and confidence in implementing these assessments. The research highlights the necessity for comprehensive support and professional development to optimize the use of authentic assessment in enhancing students’ listening skills.
The Challenge of Implementing Cambridge Curriculum in Elementary School Muamaroh; Hastuti, Diyah Murti; Muzaedah
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i3.86008

Abstract

English language teaching in elementary schools has become a popular issue due to the decision of the Minister of Education that English will be a compulsory subject for elementary schools. Some elementary schools have used the Cambridge curriculum which is quite challenging for teachers to teach in English classes. This study aims to analyze the challenges of implementing the Cambridge curriculum in teaching English to elementary school students with a case study approach. The subjects of this study were two English teachers. The method in this study used descriptive qualitative research using a case study research design. Data collection used was observation and interviews which were analyzed qualitatively through content analysis. The results of the study showed that the challenges faced by teachers in implementing the Cambridge curriculum were that teachers needed more preparation time to start learning; students easily lost concentration during learning; students had different learning styles and they felt insecure to practice speaking English. To overcome these problems, teachers used variations and tones of voice and direct instructions to start lessons; they also used various types of teaching techniques such as songs, watching videos and games. In addition, teachers also use two languages, namely Indonesian and English in the learning process to make it easier for students to understand the lessons, as well as train students to increase their confidence in speaking English.
The Role of Evaluation in the Selection of Learning Materials for a Dynamic Curriculum Winda Sri Handayani; Ninda Alfia; Hariyatun Hariyatun; Muamaroh Muamaroh; Koesoemo Ratih
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 3 No. 1 (2025): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2025
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/z4q46z40

Abstract

This study aims to explore how teachers evaluate and select appropriate teaching materials to ensure their alignment with learning objectives and student needs. Using a descriptive qualitative approach, data were collected through document analysis and structures interviews with teachers. The analysis focused on the criteria used in the evaluation process, challenges faced in selecting materials, and strategies to overcome these challenges. The results indicate that teachers prioritize the relevance of teaching materials to students’ levels of understanding and learning objectives. However, they often face constraints such as limited budgets, restricted access to quality mterials, and time constraints for conducting evaluations. Despite these challenges, teachers demonstrate creativity by adapting existing materials and utilizing local resources. This study concludes that evaluation play a crucial role in ensuring the quality of teaching materials, while creative and flexible approaches help teachers address challenges effectively. These findings undercore the importance of integrating evaluation and innovation in teaching material selection to enhance the teaching and learning process within a dynamic curriculum framework.
The Challenges of English Native Speaker in Teaching English in A Junior High School Manokwari West Papua Handayani, Winda Sri; Ratih, Koesoemo; Muamaroh, Muamaroh
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 4 (2025): Dinasti International Journal of Education Management and Social Science (April
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i4.4497

Abstract

Teaching English requires effective strategies for students to improve their language skills. English Native Speakers play an important role in the learning process as they provide a more authentic language experience. However, English Native Speakers also face various challenges, especially when teaching in one of the junior high schools in Manokwari, West Papua. This study aims to identify the challenges English Native Speakers face in teaching English in that school. Using a descriptive qualitative approach, data were collected through interviews and classroom observations. The results showed that English Native Speakers experience challenges in dealing with differences in students' ability levels, cultural gaps, and adaptation to the local education system. In addition, large class sizes and limited opportunities for students to practice English outside the classroom are also barriers to learning. By understanding these challenges, it is hoped that teaching strategies can be improved and recommendations made for more effective English language teaching in Manokwari.
Implementing Children’s Songs as a Teaching Medium in Elementary School English Instruction Setyadi, Rinanto Fahmi; Muamaroh, Muamaroh
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.v6i1.947

Abstract

This resarch aims to find out how teachers implement children’s songs as English teaching media, the obstacles faced by teachers in implementing them, and the solution taken by the teachers. The research design of this study was descriptive qualitative. The subjects were 2 teachers at one of elementary schools in Solo. The data was collected through classroom observations and structured interviews. Data were analyzed qualitatively. The results showed that songs are used as teaching media with learning procedures that include opening, core activities, and closing, teachers use materials taken from the books, teachers used blackboards as learning media and teachers evaluated by giving questions at the end of learning. The teachers selected the easier songs to make students understand. The teachers sang the songs themselves as the example for the students then students sang it together after the teacher. The teachers translated the lyrics. In teaching children’s songs as media the problems faced by the teachers were: mispronunciation for some words, students' lack of confidence, students' inability to concentrate in learning, and select the appropriate songs. The solutions were teacher correct mispronounciation directly and the end of lesson, the students sang in a group, the teachers conduct interactive teaching, and modification of songs. In conclusion children's songs can be an effective tool for supporting early English language learning. Interactive learning and selection of suitable song material is the key to its success.
Rural Schools and the Policy-Practice Gap: Teachers’ Struggles with Differentiated Instruction in Eastern Indonesia Niaty Beladinna; Muamaroh, Muamaroh; Muamaroh, Endang Fauziati
International Journal of Educational Technology and Society Vol. 2 No. 3 (2025): International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i3.389

Abstract

This study investigates teachers’ perceptions, challenges, and institutional support related to the implementation of Differentiated Instruction (DI) in a rural Indonesian secondary school under the context of the Kurikulum Merdeka reform. While DI is widely recognized as a student-centered pedagogical framework that adapts content, process, product, and learning environment to students’ readiness, interests, and learning profiles (Tomlinson, 2017), its application in rural contexts remains underexplored. Employing a qualitative case study design, data were collected from three English teachers and two school stakeholders at MTs N 2 Manggarai Barat through semi-structured interviews, questionnaires, and classroom observations. Thematic analysis revealed that teachers perceived DI as a way to recognize learner diversity and as part of curriculum compliance, but their practices often remained partial and uneven. Stakeholders expressed awareness of DI, though with differing emphases: the headmaster focused on inclusivity, while the curriculum coordinator referred to multiple intelligences and student potential. Teachers faced challenges in three main areas: managing student diversity and curriculum shifts, preparing the Modul Ajar, and addressing students’ limited English vocabulary. Institutional support was evident through facilities, monitoring, and professional development, yet remained largely administrative rather than pedagogical. These findings confirm earlier studies that DI in Indonesia is conceptually valued but practically constrained by systemic, contextual, and linguistic barriers. The study recommends sustained, hands-on professional development, leadership mentoring, and reduced administrative burdens to enable DI’s transformative potential in rural schools.
The Authentic Assessment in An EFL Speaking Classroom at Quwaish English Arabic (QEA) Language Course Wiratmoko, Gandung; Muamaroh, Muamaroh; Hikmat, Mauly
Research Horizon Vol. 3 No. 3 (2023)
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.3.3.2023.129

Abstract

Speaking is considered by language testers to be the most difficult of the four language skills to assess. This study aims to (1) investigate the model of authentic assessment for speaking skills and (2) explore the implementation of authentic assessment activities in the Speaking Class at the Quwaish English Arabic course in Juwiring, Klaten. The research utilizes a descriptive qualitative method, gathering data through observations and recordings. The study includes three English teachers and sixteen students from various grades as observation samples during the teaching and learning process. The findings of this study conclude that five authentic assessment models are suitable for students at the Quwaish English Arabic course. These models encompass role play, information gap activities, picture talks, brief question and answer sessions, narrating sequences, and pair dialogues.
Co-Authors Anam Sutopo Arif Nugroho Astrini, Atik Benarivo, Reza Dhina Shinto Wresni Dwi Haryanti Dwi Ilmiani Fajar, Umul Handayani, Winda Sri Hariyatun Hariyatun Hasanah, Nadiyatul Hastuti, Diyah Murti Hepy Adityarini, Hepy Heru Supriyono Hikmat, Mauly Ilmiani, Dwi Koesoemo Ratih Kun Farida Mauly Halwat Hikmat Melati, Widya Ardila Muamaroh, Endang Fauziati Mujazin Muzaedah Muzaedah, Muzaedah Nanik Prihartanti Niaty Beladinna Ninda Alfia Nunun Tri Widarwati Nurhidayat Nurhidayat Nuria Siswi Enggarani Purwani Indri Astuti Ratih Wijayava Reza Benarivo Saifudin Setyadi, Rinanto Fahmi Sumardi, Sumardi Titis Setyabudi Vira Cahya Mukti Winda Sri Handayani Wiratmoko, Gandung