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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Jurnal Penelitian Humaniora Kajian Linguistik dan Sastra IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature BERDIKARI : Jurnal Inovasi dan Penerapan Ipteks JET (Journal of English Teaching) Adi Buana Voices of English Language Education Society Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Dinasti International Journal of Education Management and Social Science Buletin KKN Pendidikan Buletin Pengembangan Perangkat Pembelajaran Jurnal Pendidikan Bahasa Inggris Proficiency Jurnal Ilmiah Kampus Mengajar Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Jurnal Keilmuan dan Keislaman Eduvest - Journal of Universal Studies Proceeding of International Conference on Special Education in South East Asia Region BAHASTRA Journal of International Multidisciplinary Research JLE: Journal of Literate of English Education Study Program Jurnal Pendidikan Generasi Nusantara (JPGENUS) Jurnal VARIDIKA Indonesian Journal on Learning and Advanced Education (IJOLAE)
Koesoemo Ratih
Universitas Muhammadiyah Surakarta
Religion Aerospace Engineering Arts Humanities Computer Science & IT Control & Systems Engineering Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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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.
Strategies for Integrating Problem-Based Learning, Teaching Modules, and Formative Assessments to Enhance Learning Outcomes and Critical Thinking Skills Siti Nuraini Ajid; Dian Artha Kusumaningtyas; Koesoemo Ratih; Shairmane Lava
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 2, May 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i2.8612

Abstract

In an ideal educational setting, students actively engage with content, apply critical thinking to solve real-world problems, and consistently demonstrate improved learning outcomes. However, many educational environments lack integrated strategies that connect theoretical knowledge with practical applications, leading to passive learning and underdeveloped critical thinking skills. This study addresses these gaps by developing and implementing a novel framework—Problem-Based Learning, Teaching Modules, and Formative Assessments (PLTMFA)—designed to enhance learning outcomes and critical thinking skills, particularly in the context of Magnitudes, Units, and Measurements. Grounded in instructional design principles, the PLTMFA approach emphasizes active learning and continuous, meaningful assessments to ensure student engagement and cognitive development. Given the increasing demand for critical thinking and problem-solving skills, there is an urgent need to explore and validate such innovative teaching methods. The study’s primary objectives are to develop the PLTMFA framework, apply it in a classroom setting, and evaluate its effectiveness. Data collected through comprehension tests, questionnaires, and observations were analyzed to assess the impact on student performance. Findings indicate that PLTMFA significantly improves both learning outcomes and critical thinking skills, demonstrating its potential as an effective solution to current educational challenges.
Snowball Throwing: An English Learning Method to Improve Vocabulary Mastery and Psychomotor Ability Syams Kusumaningrum; Irna Ganda Setyawati; Anam Sutopo; Koesoemo Ratih; Taha Ibrahim Ahmad Badri; Ku Ares Tawandorloh
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 2, No. 1, January 2020
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v2i1.8973

Abstract

Vocabulary and psychomotor abilities are two important things in learning English especially for elementary school students. In mastering these two competencies we need a learning strategy that is not only able to explain but also to describe and illustrate. Snowball throwing is a learning method that uses a paper which contains a word that is shaped like a ball. This method is usually used in learning English. This research tries to find out the influence of the snowball throwing method towards students’ vocabulary mastery and psychomotor ability in learning English in the first grade of SD Islam Terpadu Sorong City. The research is quasi-experimental by using randomized pre-post control group design. The subject of this research consists of two groups; experiment and control groups have 27 students in each. There are two instruments in this research; they are the test for English vocabulary and psychomotor ability. The data are examined by using a non-parametric tests such as Mann Whitney U dan Wilcoxon signed ranks. Related to the result of the hypothesis test towards the two paired samples, we can find that the score of English vocabulary mastery (p= 0,000) and psychomotor ability (p=0,016) are significant, where the significance score of experiment group is lower than the critical limit of the research 0,05. So, we can conclude that the snowball throwing method influences significantly towards students’ vocabulary mastery and psychomotor ability at the first grade of SD Islam Terpadu Sorong City. This research shows that snowball throwing method can be used to improve students’ vocabulary mastery and psychomotoric ability in English subject.
Learning Patterns during the Disruptive Situation in Informal Education: Parents’ Efforts and Challenges in the Adjustment of Progressive Learning Koesoemo Ratih; Muhammad Fahmi Johan Syah; Nurhidayat Nurhidayat; Sally Jarin; Jenny Buckworth
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 3, September 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i3.15151

Abstract

This study investigates informal learning during the Covid-19 pandemic in Indonesia. Distant learning during the Covid 19 pandemic affects all aspects of education, including parents’ roles that switch to be teachers at home. This condition enables new learning patterns in order to offer children learning opportunities in their home. This study employs a qualitative approach with ethnographic design. The data collection techniques used an open observation guide which was examined for its validity using face and content validity. The techniques of analyzing data included data analysis across sites with some analysis components of data collection, reduction and conclusion. The research findings, in the form of description and formulation of learning patterns reveal adaptive ways to deliver effective education for children. In this way, they are prepared for 21st century skills and to face the industrial revolution 4.0 and society 5.0 in these disruptive times. This pandemic situation forms significant roles of parents in educating their children and strengthen-ing them in facing learning problems. Several parents’ roles include educators, facilitators, tutors, motivators, models, and controllers. Their roles can create pleasant learning situation for their children in the current pandemic situation. The multiroles of parents at home are key to keeping a good learning environment with their children. Therefore, parents are the keys to the success of child education during the Covid 19 Pandemic.
Developing AI-Enhanced Writing Materials for University Students: A Case Study at Universitas Muhammadiyah Surakarta Pamungkas, Damar Jati; Muamaroh, M; Ratih, Koesoemo; Hikmat, Mauly Halwat
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

This study explores the development of Artificial Intelligence (AI)-enhanced teaching materials for improving university students' writing skills at Universitas Muhammadiyah Surakarta (UMS). In response to the ongoing digital transformation in higher education, AI-based tools such as Grammarly, ChatGPT, and Write & Improve have been increasingly utilized in writing instruction. The study employs a qualitative descriptive design and gathers data through classroom observations, semi-structured interviews with three English lecturers, and reflective journals from twenty students in the English Education Department. The findings reveal that AI tools significantly enhance students' engagement, critical thinking, and awareness of writing mechanics. However, several challenges remain, including over-reliance on AI, gaps in digital literacy, and insufficient teacher training. The study proposes a localized model for AI-integrated material development grounded in Tomlinson's (2011) materials development framework and the TPACK model (Mishra & Koehler, 2006). It concludes that thoughtful integration of AI can enrich the process writing approach and promote learner autonomy when pedagogical principles remain central to instructional design.
Negotiating Comprehension: Surakarta Elementary Teachers' Perspectives on Reading Pedagogy in the Age of AI Maulida, Nimas Ayu Nawal; Muamaroh, M; Ratih, Koesoemo; Hikmat, Mauly Halwat
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

This qualitative study explores how elementary English teachers negotiate their understanding and practice of reading pedagogy in an era where artificial intelligence tools can instantaneously summarize, analyze, and interpret complex texts. Drawing on reader-response theory and postmodern pedagogical frameworks, this research examines the tensions between traditional notions of "deep reading" and AI-mediated comprehension practices. Through semi-structured interviews with twelve English teachers from diverse school contexts, this study investigates how educators conceptualize authentic comprehension, critical literacy, and the role of intellectual struggle in reading development when students have access to AI assistance. The findings reveal significant concerns about the erosion of effortful reading practices, the shift from personal interpretation to AI verification, and the complex negotiation between accessibility and intellectual growth. Using the pedagogical narrative of Freedom Writers (2007) as a conceptual anchor, this study argues that while AI tools may democratize access to difficult texts, they simultaneously threaten the transformative, meaning-making processes that have long been central to reading education. This research contributes to ongoing debates about literacy education in digital contexts and offers implications for reimagining reading pedagogy that acknowledges both the affordances and limitations of AI technologies. This study particularly focuses on elementary school teachers in Surakarta, Indonesia, as they navigate how to integrate AI technology in early reading instruction while maintaining authentic comprehension and character-based literacy learning.
Learning Innovations after the COVID-19 Pandemic; Educators Creativity in Conducting Teaching in Indonesia Nurhidayat, Nurhidayat; Joko Prayitno, Harun; Ratih, Koesoemo; Fahmi Johansyah, Muhammad; Al Fattah, Habib; Puspa Dewi
Jurnal VARIDIKA Volume 38 No 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.13798

Abstract

This study is intended to describe the learning innovations that teachers make during and after the emergency remote teaching in Indonesia. Distance learning that was suddenly implemented due to the Covid-19 pandemic had a broad impact on all aspects of education. It is qualitative research with steps of collecting data through observation and interviews, whether structured or unstructured, documentation, and visual materials. The data were analyzed using grounded theory.  The results showed that there were innovations in methods, development of teaching materials, and teachers-parents communication. Before the pandemic, communication between teachers and parents was mostly done only once a semester, but now teachers communicate with parents more often. Learning methods also vary by integrating various media. Media is no longer just using whiteboards or projectors, but more variations of media are used by teachers. Teaching materials are no longer only from one learning source but are obtained from more varied learning sources.
The Use of Role-Play Cards to Improve Hospitality Vocational School Students’ Speaking Skills in Responding Guest Complaint Rasendria Jalu Siswanto Yulianto; Koesoemo Ratih
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10191

Abstract

This study aims to improve students’ speaking skills in handling guest complaints by using role-play cards. This research employed Classroom Action Research (CAR) conducted in three cycles involving students of a vocational high school in Surakarta. The data were collected through speaking tests, observations, questionnaires, and interviews. The results showed a significant improvement in students’ speaking performance across cycles. In Cycle I, the students’ average score was relatively low, indicating difficulties in vocabulary use, fluency, and confidence. In Cycle II, the average score increased significantly after the implementation of role-play cards supported by vocabulary and expression lists. In Cycle III, the students’ performance became more stable, with most students achieving high scores. The final scores in Cycle III were obtained by averaging the scores from the teacher and the researcher to ensure objective assessment. In addition, the findings revealed that students became more confident, active, and able to respond to guest complaints appropriately. Therefore, it can be concluded that role-play cards are effective in improving students’ speaking skills and classroom engagement.
Innovative Teaching Strategies for Enhancing Narrative Text Learning in a Sukoharjo High School Deandra, Chela; Ratih, Koesoemo
JET ADI BUANA Vol 11 No 01 (2026): Volume 11 Number 01 April 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n01.2026.11105

Abstract

This study aims to gain a comprehensive understanding of the teaching strategies used in teaching English narrative texts at Al Amin alexistoto High School. This study uses a qualitative approach with a case study design at Al Amin High School to examine narrative text teaching strategies. Data were collected through classroom observations and semi-structured interviews with an English teacher and five 12th grade students selected based on their academic achievement levels. Observations were conducted in three sessions to identify teaching strategies, classroom sontoto interactions, and student engagement, while interviews aimed to explore the perspectives of teachers and students regarding the learning process. Data were analyzed using Miles and Huberman's interactive model, which includes data reduction, data presentation, and conclusion drawing and verification through triangulation. The results showed that teachers at Al Amin olxtogel High School applied narrative text learning strategies that combined traditional and innovative approaches, with Project-Based Learning (PjBL) as the main strategy supported by visual media such as images and videos. This strategy improves student toto20 understanding, participation, and motivation. However, learning still faces obstacles in the form of limited vocabulary, low interest in reading, anxiety about speaking, suboptimal group cooperation, and time management. Overall, the strategies implemented are effective, although there is still a need to develop more varied and interactive toto22 methods. However, the implementation still faces several challenges, including limited vocabulary, low reading interest, speaking anxiety, weak group cooperation, and time management issues. These findings imply that although the applied strategies are generally effective, teachers need to develop more varied, interactive, and well-structured learning activities to address students’ language limitations and maximize the effectiveness of narrative text instruction.  
The Effect of Jigsaw Cooperative Learning on Reading and Writing Skills of B1 Level High School Students Wijaya, Berlianti Sonia; Ratih, Koesoemo
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 8 No 2 (2026): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v8i2.8857

Abstract

This study investigates the effectiveness of the Jigsaw Cooperative Learning model on the English reading and writing skills of tenth-grade students at SMA Negeri 1 Kartasura, aligned with the CEFR B1 standard. A quasi-experimental design was employed, involving an experimental group and a control group, with data collected through pretests, posttests, and student perception questionnaires. Statistical analysis using an independent samples t-test yielded a p-value of 0.000, indicating that the Jigsaw model significantly improves reading and writing skills compared to conventional methods. The experimental group achieved greater score improvements, facilitated by peer tutoring and the distribution of responsibilities within expert and home groups. Questionnaire results further revealed that students responded positively, demonstrating enhanced enthusiasm, self-confidence, and active engagement in classroom activities, although some required additional guidance to optimize individual responsibilities. These findings suggest that the Jigsaw model is an effective instructional strategy for integrating language skills, fostering collaborative learning, and supporting CEFR B1 proficiency within the 2025 curriculum. This study recommends adopting the Jigsaw model to create a more interactive, self-directed, and outcome-focused learning environment.
Co-Authors Adi Jufriansah Adlina, Livya Mora Ahmad Muzaqi Akrom, Akrom Al Fattah, Habib Al Sanaani, Ali Essam Alfia, Ninda Anam Sutopo Annisa Murdiana Putri Aprilianti, Diana Riza Asmara, Sampdoria Fajar Atik Astrini Azzahra, Farla Syifa Bana Handaga Darojati, Siti Mubarokatut Dayanti, Gista Rahma Deandra, Chela Dewi, Ayuana Kartika Dian Artha Kusumaningtyas Djalal Fuadi Djoko Srijono Dwi Sarbini Eko Purnomo Endang Fauziati Eny Pemilu Kusparlina Eriza Putri Ayu Ning Tias Erma Ainun Maghfiroh Fahmi Johansyah, Muhammad Farida, Kun Febriani, Dinar Febriyanto Arif Nugroho Fitriyani, Friska Hamidah, Jamiatul Handayani, Winda Sri Hariyatun, Hariyatun Harun Joko Prayitno Hasanah, Alfi Uswatun Heri Siswanto Husni Thamrin Idris, Bayu Romli Ifani, Muhammad Zulfi Imas Suryati Irna Ganda Setyawati Istiqamah, Istiqamah Jenny Buckworth Jusup, Bacharuddin Kartika Satya Noviafitri Khafidhta Qudsiana Nurul Arifah Ku Ares Tawandorloh Laili Etika Rahmawati Laksono, Gilang Yudha Latifa, Helmia Mahamad, Abd Kadir Maryadi Maryadi Maryadi Maryadi Maryadi Maulana, Mahesa Maulida, Nimas Ayu Nawal Mauly Halwat Hikmat Maya Ratu Fadilla Mirwanti, Winda Muamaroh Muamaroh Muamaroh Muamaroh, M Muhammad Fahmi Johan Syah Muhammad Taufik Hidayat Mulyasih, Sri Murtiningsih, Tenny Nafiah, Silvia Umrotun Nawal Maulida, Nimas Ayu Nindy Muji Utami Nur Fatinah, Farida Nur Hidayat Nurcahyo, Aditya Nurhidayat Nurhidayat Pamungkas, Damar Jati Phoumchay Vongvilay Pramesti, Meylani Eko Purwaning, Alynia Purwanti, Shandy Novilya Puspa Dewi Rafif Yumna, Mochammad Alfat Rahmawati, Heni Rasendria Jalu Siswanto Yulianto Ratnasari Diah Utami Rianti, Arum Wahyu Richa Yusrin Fanida Rizki Azizah, Rizki Rosyidi, Bastian Sally Jarin Sandi, Muhamad Santhyami Santiana, Dewi Saon, Sharifah Sartini Shairmane Lava Shinta, Aninda Silvia Umrotun Nafiah Siti Nuraini Ajid Siti Rofiati Sofiyudin, Muh Sri Handayani, Winda Styaningsih, Nina Putri Sugeng Riyanto Suharjo Suharjo sumantri, kun Supriyadi, Hendra Suryati, Imas Syams Kusumaningrum Taha A, Ali Abdulraoof Taha Ibrahim Ahmad Badri Umi Fadlilah, Umi Wijaya, Berlianti Sonia Winda Sri Handayani Yamin, Siti Ashabul Yunus Sulistyono Zahy Riswahyudha Ariyanto