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All Journal JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Esteem Journal of English Study Programme Jurnal Scientia Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Metathesis: Journal of English Language, Literature, and Teaching ETERNAL: English Teaching Journal
Umar Umar
STIT Buntet Pesantren, Cirebon, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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EXPLORING TUTORS’ STRATEGIES IN TEACHING SPEAKING AT PPB IAIN SYEKH NURJATI CIREBON Umar Umar
Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v7i1.12917

Abstract

This study, which includes an English tutor and 30 students in the third semester of the class PPB IAIN Syekh Nurjati Cirebon, aims to portray tutors’ tactics in teaching speaking to PPB IAIN Syekh Nurjati Cirebon and recognize the effects of strategies used by the English tutors. To determine the speaking instruction methodologies, interviews, and classroom observations were undertaken as part of the data collection. The outcome showed that the tutors’ methods included drills, role-plays, speaking lines, and discussions. As a result of the teacher's speaking techniques, pupils get more engaged in their studies, develop more optimistic outlooks, and become more motivated. Almost all of the students prefer the speaking lines as the method of teaching speaking among the three tactics used by the teacher because they believe it can enhance their speaking skills, increase their desire to talk and make the teaching-learning process more enjoyable.
Unlocking Imagination: The Impact of English Stories in the Classroom Umar, Umar
Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Vol. 4 No. 2 (2024): DECEMBER
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/humaya.v4i2.10807

Abstract

This article explores the impact of English stories in the classroom, focusing on how storytelling unlocks students’ imagination and enhances their language development. Through a mixed-methods approach, including literature review, case studies, classroom observations, and student interviews, the study investigates the role of stories in stimulating creativity, improving language skills, and fostering critical thinking. The findings highlight how stories introduce new vocabulary in context, promote listening and speaking skills, and strengthen reading comprehension and writing abilities. Additionally, storytelling serves as a powerful tool for increasing student engagement and motivation while also developing empathy and cultural awareness. The article emphasizes the educational benefits of using narratives to not only teach language but also to encourage a deeper connection with the material and a broader understanding of diverse perspectives. The conclusion advocates for the continued integration of storytelling in English language curricula, emphasizing its potential to unlock students’ imaginations and support their holistic development as language learners and global citizens.
DIRECTING FROM A DISTANCE: THE TRANSFORMATIVE ROLE OF TEACHERS AS REMOTE THEATRE DIRECTORS IN ONLINE EDUCATION Umar; Pujiastuti, Eka
Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i1.16480

Abstract

The article explores the metaphor of teachers as remote theatre directors in online education, examining how this analogy illuminates the complex roles of educators in virtual classrooms. It highlights how teachers, like directors, creatively orchestrate lessons and manage student engagement through innovative strategies. By analysing this metaphor, the article sheds light on the adaptive methods educators use to navigate online teaching challenges and enhance the overall learning experience in digital environments. The research utilized qualitative methods, including semi-structured interviews, focus groups, and observations, to explore the metaphor of teachers as remote theatre directors. Key findings revealed that educators creatively adapt traditional methods using multimedia tools and interactive strategies to engage students in virtual settings. The study highlighted challenges such as maintaining connection and addressing technological disparities. The implications suggest that adopting innovative teaching strategies and improving technological support can significantly enhance online education effectiveness and student outcomes.
AI and Decision Assistance for Enhancing Self-Directed Learning Umar, Umar; Purwanto, M Bambang
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1524

Abstract

Abstract. Self-directed learning (SDL) is critical in modern education, empowering learners to independently manage their learning processes and fostering lifelong learning. Despite its advantages, SDL presents significant challenges, including cognitive overload, motivational barriers, and ineffective decision-making. This study explores the potential of Artificial Intelligence (AI) to enhance SDL by providing personalized decision assistance. Using a qualitative approach—through case studies, expert interviews, and literature reviews—the study examines the use of AI-driven tools such as adaptive learning platforms, personalized recommendation systems, and intelligent tutoring systems. Findings reveal that these technologies improve resource selection, learning efficiency, and engagement by offering real-time, adaptive feedback and personalized learning paths. Participants reported increased autonomy, reduced cognitive load, and increased learners’ motivation, leading to measurable improvements in learning outcomes. However, limitations such as over-reliance on AI and the lack of emotional and contextual understanding underscore the need for a hybrid approach that combines AI with human oversight. This study highlights the potential of AI to significantly reshape and enhance self-directed learning (SDL) by making it more personalized, efficient, and accessible. It also offers recommendations for integrating AI into educational practices in ways that balance technological innovation with essential human-centred guidance 
Co-Authors Ai Nurul Aini Aldha Williyan Ariya Agustin Despita Despita Ferri Hidayad M Bambang Purwanto M Bambang Purwanto M Bambang Purwanto Moch. Malik Al Firdaus Pujiastuti, Eka Purwanto, M Bambang Slamet Basuki Vica Via Vanesa