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All Journal Cakrawala Pendidikan Jurnal Pendidikan Bahasa Inggris WARTA Kajian Linguistik dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 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 English Teaching and Linguistics Journal (ETLiJ) Ethical Lingua: Journal of Language Teaching and Literature International Journal of English and Applied Linguistics (IJEAL) Cendikia : Media Jurnal Ilmiah Pendidikan RUANG KATA: Journal of Language and Literature Studies Jurnal Kajian Pembelajaran dan Keilmuan Proceeding ISETH (International Summit on Science, Technology, and Humanity) 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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Exploring the Implementation of Cambridge Curriculum in Early Elementary English Education: A Case Study Muzaedah, Muzaedah; Muamaroh, Muamaroh; Prastiwi, Yeny; Sutopo, Anam
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24094

Abstract

This study investigates the application of the Cambridge curriculum in teaching English to young learners, focusing on how it is tailored to their specific needs. The research was conducted at a private Islamic elementary school in Surakarta, Central Java, and centered around the teaching practices of an English teacher at the school. Through structured interviews and observations, the study aimed to gain a thorough understanding of the implementation of the Cambridge curriculum in early English education. The findings show that the teacher primarily used audio-visual and translation methods for instruction. The materials utilized included both printed and electronic books from Cambridge, enhanced with digital resources like videos, Quizizz, and the Spin Wheel application. Additionally, the study explored the assessment methods used, which encompassed daily evaluations, mid-term, and final tests. The qualitative analysis of this data provides valuable insights into the effective implementation of the Cambridge curriculum in a real elementary school environment.
The Challenges of English Native Speaker in Teaching English in A Junior High School Manokwari West Papua Winda Sri Handayani; Koesoemo Ratih; 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.
Exploring Social Media to Improve Students’ Writing Skills at Tertiary Level Azizah Septi Istikhori; Muamaroh Muamaroh
Ruang Kata Vol 6 No 01 (2026): Ruang Kata
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/jrk.v6i01.2180

Abstract

In the digital era, integrating social media into language learning has become increasingly important to address students’ writing challenges and align instructional practices with their technological realities. This study aims to explore how social media can be used to improve students’ writing skills at the tertiary level. A qualitative descriptive research design was employed to examine students’ experiences in using social media. The participants were 54 university students enrolled in the Short Functional Text course at Universitas Muhammadiyah Surakarta, with 25 students purposively selected for semi-structured interviews. Data were collected through online questionnaires and interviews, while triangulation was applied to ensure validity. The data were analyzed using thematic analysis to identify social media platforms used, reasons for usage, as well as perceived advantages and disadvantages. The findings indicate that students most frequently used Instagram, TikTok, Twitter/X, WhatsApp, and Duolingo. These platforms were chosen due to ease of access, practicality, and the availability of abundant learning content. The main benefits included improved writing skills, increased confidence, flexible learning opportunities, access to reliable resources, and enhanced vocabulary. However, students also faced challenges such as distractions, poor internet connection, low confidence in English ability, and decreased grammar and spelling accuracy.
Implementing artificial intelligence (AI) in teaching english: A case study at SMP Muhammadiyah 1 Surakarta Erna Yuliani; Muamaroh Muamaroh
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 5 (2026): May: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i5.7151

Abstract

This study investigates the implementation of Artificial Intelligence (AI) in teaching English at SMP Muhammadiyah 1 Surakarta. It employed a qualitative case study approach involving an English teacher, Mrs. FAM, who was selected based on her innovative contributions to AI adoption in English language instruction. Data were collected through semi-structured interviews, participant observation, and documentation. The interview was conducted in Indonesian to obtain richer and more detailed information, while classroom observation involved 32 students to examine the implementation of AI, student-teacher interaction, effectiveness, and possible barriers. The findings reveal that AI was mainly used as a supporting tool in lesson preparation, material development, instructional media, and evaluation. In practice, AI-assisted materials were not used directly, but were first reviewed and adapted to suit the curriculum and students’ needs. The implementation was reflected in the teaching of question tags and passive voice through the use of Google Sites, PowerPoint, projectors, and AI tools such as ChatGPT and Gemini. In addition, evaluation was conducted through individual exercises on Google Sites, allowing students to receive immediate scores. The study concludes that AI plays a complementary role in supporting more practical and organized English language teaching, although its effectiveness depends on the teacher’s pedagogical adaptation.
Challenges and Solutions in Teaching English at the Elementary School Level: A Case Study at SDN Pabelan 03 Bayumegawira Kusuma Wardana; Muamaroh Muamaroh
English Teaching and Linguistics Journal (ETLiJ) Vol 7, No 2 (2026): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v7i2.30966

Abstract

This study aimed to explore the challenges faced by the English teacher in the learning process and solutions to address these challenges at SDN Pabelan 03, Sukoharjo Regency, Central Java. A qualitative case study method was used to gain a deeper understanding of the teacher’s classroom teaching experiences across several grade levels. Classroom observation was conducted at the 1st, 3rd, and 6th grades,while semi structured interview was carried out by the writer to the English teacher as research participant. The data were analyzed using qualitative methods, including data reduction, data display, and conclusion drawing.The three main challenges faced are differences in students’ language abilities, variation in students' learning motivation, and limited supporting learning facilities. In response, the teacher implemented three strategies to address the issue: adapting material to the students' abilities through simple explanations and using translation to Indonesian, increasing student learning motivation through reward and educative consequences, and utilizing available resources such as internet facility and digital tools (Canva, and ChatGPT) to create supplementary teaching materials.
Essay Quality in A Project-Based Learning: Case Study in EFL Writing Class at The Tertiary Level Fitri Febrianti; Muamaroh Muamaroh
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9034

Abstract

Academic writing is one of the most challenging skills for EFL learners, requiring the integration of cognitive, linguistic, and organizational abilities. Project-Based Learning (PjBL) has been increasingly adopted as a pedagogical approach to support writing development; however, limited studies have examined the quality of student essays from a multi-dimensional perspective within PjBL contexts, particularly at the Indonesian tertiary level. This study aimed to evaluate the quality of essays produced by undergraduate EFL students in a PjBL writing class using five dimensions of writing quality: content, organization, vocabulary, language use, and mechanics. A qualitative case study design was employed involving 26 undergraduate students enrolled in a Standardized Test of Writing course at a private university in Surakarta, Central Java, Indonesia. Document analysis was used as the primary data collection technique. Students’ essays were assessed using the ESL Composition Profile developed by Jacobs et al. (1981), and the results were analyzed descriptively through frequency and percentage calculations. The findings revealed that 12 students (46.2%) were categorized as Good to Average and 14 students (53.8%) as Fair to Poor, with an overall mean score of 60.19 out of 100. Language use was the most challenging dimension, with 69.2% of students in the Fair to Poor category and the lowest mean percentage score (52.9%). Mechanics demonstrated the strongest performance, with 84.6% of students achieving Good to Average. Although PjBL provides meaningful writing engagement, students still require targeted instructional support in grammatical accuracy, idea development, and vocabulary use to improve overall essay quality.
The Effectiveness of a Senior High School English Immersion Program on Graduates Communicative Competence and Academic Achievement in Higher Education Hateenah Ali Sulaiman Yousef; M Muamaroh; Agus Wijayanto; Nur Hidayat; Anam Sutopo; Abdillah Nugroho; Dwi Haryanti
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

Purpose: The purpose of this investigation is to explore the impact of Artificial Intelligence (AI) in English language education, focusing on teachers' perspectives on the positive and negative aspects of implementing AI in EFL classrooms; ways in which AI supports teachers' instructional practices, engages students in learning, and impacts teachers’ own pedagogical practices in addition to the ethical and professional implications of its use.Methodology: This study utilized a descriptive qualitative research methodology. The data were obtained through twelve semi-structured interviews with English language teachers working at one of the private universities in the English department in Indonesia. The participants were intentionally sampled based on their exposure to AI-supported instructional tools. The qualitative data were then analysed thematically to investigate the perceptions teachers had based on recurring themes and categories related to their experiences, challenges, and reflections about AI in education.Results: The findings indicated that AI offers remarkable advantages, including increased teaching efficiency, personalized support for learners, and heightened student motivation. However, the study identified several challenges, including limitations in teacher training, ethical implications related to data collection, technological constraints, and a potential reduction in human interaction. The findings suggest that the effectiveness of AI integration relies not only on teachers but also on administrators, policies, and ethical positions. Applications/Originality/Value: This research sheds light on the human-centered use of AI in language education. Utilizing Humanistic Learning Theory and the TPACK framework, it demonstrates how teachers can uphold empathy, authenticity, and pedagogical balance in the wake of emerging technology. These insights matter for policy design and professional development of eco-sustainable practices for using AI-enhanced instruction.
The Role of Evaluation in the Selection of Learning Materials for a Dynamic Curriculum Sri Handayani, Winda; Alfia, Ninda; Hariyatun, Hariyatun; Muamaroh, Muamaroh; Ratih, Koesoemo
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.
Exploring the Student Experience in Vocabulary Learning Using the Wordwall Platform Purwaning, Alynia; Muamaroh, Muamaroh; Ratih, Koesoemo; Prastiwi, Yeny; Hidayat, Nur
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/q14eze95

Abstract

In the 21st century, technology is not just a tool, but an essential part of the teaching and learning process. The goal as educators is to bridge the gap between their natural curiosity and formal learning by making the experience interactive, personalised, and fun. Using interactive media for students is important. This material specifically focuses on leveraging a gamification platform like Wordwall, a web-based application that transforms standard content into dynamic, game-based learning activities. This research has goal to find out the Wordwall implementation as an interactive media for teaching English, especially in teaching vocabulary. This research is a qualitative study employing a case study design to explore the use of instructional media in depth. The population of this research consists of English teachers and third-grade students at an elementary school in Mojokerto, with a specific sample of one English teacher who has integrated Wordwall media into the teaching process. Data collection techniques were carried out through direct classroom observations to monitor learning interactions, as well as in-depth interviews with the teacher to gather detailed information. Furthermore, the collected data were processed using qualitative data analysis techniques, which include data reduction, systematic data display, and drawing conclusions to address the research focus. The results showed that there are many advantages in using the Wordwall application for the teaching and learning process, especially for learning vocabulary. The advantages included.
Implementation of Speaking Assessment in Primary Grade 3 Purwaning, Alynia; Muamaroh, Muamaroh; Hikmat, Mauly Halwat; Wijayanto, Agus; Sutopo, Anam
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 1 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Januari-Juni 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/4j5qs732

Abstract

Abstract This paper explores the strategic implementation of speaking assessments for the students of grade 3 in primary school. However, the primary challenges in speaking assessment include psychological barriers such as performance anxiety and a lack of authentic assessment instruments. This study aims to formulate an implementation strategy for speaking assessments that are effective, supportive, and appropriate for students in the concrete operational stage of development. This study employs a qualitative approach using literature review and classroom observation methods. Data were collected through curriculum analysis, a review of child developmental psychology literature, and an evaluation of various formative assessment techniques. Data analysis was conducted descriptively to determine the suitability of assessment techniques with the characteristics of eight to nine-year-old students. The findings indicate that the implementation of speaking assessment in Grade 3 is most effective when utilizing performance-based assessment integrated into daily activities, such as "Show and Tell," role-playing, and picture-based descriptions. The use of useful tools, such as sentence and visual prompts, significantly reduces "affective filters" and encourages more complex oral production. The effective speaking assessment in Grade 3 should prioritize comprehensibility over perfection, ensuring that the assessment can be a tool for building students' confidence rather than a problem of communication.  
Co-Authors Abdillah Nugroho Agus Wijayanto Agus Wijayanto, Agus Alfia, Ninda Anam Sutopo Arif Nugroho Armita Ayu Sekarsari Astrini, Atik Azizah Septi Istikhori Bayumegawira Kusuma Wardana Benarivo, Reza Dhina Shinto Wresni Dwi Haryanti Dwi Ilmiani Endang Fauziati Erna Yuliani Fajar, Umul Fitri Febrianti Handayani, Winda Sri Hariyatun, Hariyatun Hasanah, Nadiyatul Hastuti, Diyah Murti Hateenah Ali Sulaiman Yousef Hepy Adityarini Heru Supriyono Hikmat, Mauly Ilmiani, Dwi Koesoemo Ratih Kun Farida Mauly Halwat Hikmat Melati, Widya Ardila Mujazin Muzaedah Muzaedah, Muzaedah Nanik Prihartanti Niaty Beladinna Nunun Tri Widarwati Nur Hidayat Nur Hidayat Nurhidayat Nurhidayat Nuria Siswi Enggarani Purwani Indri Astuti Purwaning, Alynia Ratih Wijayava Reza Benarivo Saifudin Setyadi, Rinanto Fahmi Sri Handayani, Winda Sumardi, Sumardi Titis Setyabudi Vira Cahya Mukti Winda Sri Handayani Wiratmoko, Gandung