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All Journal Proceeding ISETH (International Summit on Science, Technology, and Humanity) Jurnal Pendidikan Generasi Nusantara (JPGENUS)
Pamungkas, Damar Jati
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A Case Study of the Implementation of the English Teaching in ABBS Surakarta Pamungkas, Damar Jati; Hikmat1, Mauly Halwat
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study evaluates the effectiveness of an English Teaching Program in an immersive learning environment on students' language proficiency in an Indonesian context, focusing on both conversational skills and academic language proficiency. Methodology: A qualitative research design was employed, using semi-structured interviews, classroom observations, and document analysis. The study involved 40 students from two programs the Cambridge Class and the ICT Class. Data triangulation ensured reliability, and the analysis followed an interactive approach to identify key themes. Results: The findings indicate significant improvements in students' conversational proficiency in speaking, writing, listening, and reading. However, challenges were identified in academic language proficiency, especially in technical subjects such as mathematics and physics. While students excelled in Basic Interpersonal Communicative Skills (BICS), many struggled with Cognitive Academic Language Proficiency (CALP). Interactive teaching methods, including group projects and presentations, were well-received, promoting engagement and active language use. The study also highlighted the need for better teacher training to address the challenges of teaching complex academic content in English. Applications/Originality/Value: This study provides insights into the challenges of immersive English teaching programs in Indonesia. It emphasizes the gap between conversational and academic English proficiency, offering recommendations for curriculum improvements and teacher development. The originality of the study lies in its dual focus on student and teacher perspectives, providing a comprehensive understanding of the program's impact and areas for future enhancement.
A Case Study of the Implementation of the English Teaching in ABBS Surakarta Pamungkas, Damar Jati; Hikmat, Mauly Halwat
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to evaluate the efficacy of an immersive English teaching program, with a special emphasis on Indonesian educational establishments. It also aims to evaluate how the curriculum affects students' conversational fluency and self-assurance in speaking English while highlighting obstacles to their academic language proficiency, particularly in areas with technical terminology. Methodology: Document analysis, semi-structured interviews, and classroom observations were used to gather data using a qualitative research approach. The multifaceted data collection procedure made this full understanding of the program's effectiveness and the learning environment possible. Results: The data show that the program effectively raises students' confidence and conversational fluency in English, mostly through consistent exposure and a nurturing learning environment. However, there are still obstacles to achieving academic language proficiency, especially in fields like science and math, where pupils find it difficult to understand technical terms. Applications/Originality/Value: To help students better support themselves in understanding complicated academic subjects in English, the study finds that teachers need specialized professional development. Enhancing the program's focus on academic language and giving teachers specialized training are two suggestions for improvement. The curriculum can better balance academic and conversational language development by focusing on these areas, ensuring that students achieve in both. The results add to our understanding of immersive language instruction and provide guidance for improving comparable initiatives in order to improve student performance.
Empathy-Based Pedagogy in Indonesian Bilingual Education: A Qualitative Case Study of Freedom Writers-Inspired Teaching Practices in Surakarta Pamungkas, Damar Jati; Nugroho, Abdillah; Thoyibi, M.
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Bilingual education in Indonesia increasingly emphasizes both linguistic competence and character development, yet limited research examines how international pedagogical models can be adapted to local contexts. This qualitative case study investigates the implementation of empathy-based teaching approaches inspired by the film Freedom Writers (2007) in three bilingual schools in Surakarta, Indonesia. Data were collected over 2 months (October - November 2025) through classroom observations, teacher interviews, and student reflections. Thematic analysis revealed five key outcomes: transformed classroom atmospheres fostering student voice, enhanced language proficiency through reflective writing, strengthened critical thinking via culturally relevant curriculum, and improved socio-emotional competencies. Despite challenges including time constraints and cultural adaptation needs, findings demonstrate that empathetic, student-centered pedagogy significantly enhances both academic and character outcomes in bilingual settings. This study contributes empirical evidence for integrating transformative pedagogical approaches within Indonesian educational contexts while respecting local values and bilingual learning objectives.
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

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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.
Deconstructing the 'Native Speaker' Ideal in Indonesian Digital Classrooms: A Postmodern Narrative Inquiry at Universitas Muhammadiyah Surakarta (UMS) Maulida, Nimas Ayu Nawal; Sabir, Muhammad Rehan; Idris, Bayu Romli; Pamungkas, Damar Jati; Fauziati, Endang; Maryadi, M
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The "native speaker" ideal has long dominated English language teaching, reinforcing hierarchies of linguistic legitimacy and authority. Yet, as education in Indonesia rapidly shifts toward digital platforms, the urgency to reexamine this ideology becomes critical. In a post-pandemic context where online English learning has redefined interaction, identity, and pedagogy, this study deconstructs the persistence of the native-speaker norm in Indonesian digital classrooms through a postmodern narrative inquiry at Universitas Muhammadiyah Surakarta (UMS). Drawing on Derrida's deconstruction and Lyotard's critique of metanarratives, it interrogates how teachers and students narrate their identities, anxieties, and negotiations within virtual learning environments. Findings reveal that native-speakerism is both reproduced and destabilized in digital classrooms. Online interaction dissolves the rigid binary between native and non-native English users, highlighting fluid, hybrid, and localized Englishes. Participants negotiate authority, identity, and legitimacy in ways that challenge traditional linguistic hierarchies. The study contributes at multiple levels: theoretically, by extending postmodern thought into digital ELT; pedagogically, by advocating for decolonized and inclusive practices; and socially, by positioning Indonesian classrooms as spaces of epistemic resistance where meaning and identity remain dynamic and unfinished.
Private Speech as a Form of Self-Regulation in Managing Speaking Anxiety among EFL University Students Nawal Maulida, Nimas Ayu; Azzahra, Farla Syifa; Rafif Yumna, Mochammad Alfat; Pamungkas, Damar Jati; Koesoemo Ratih; Endang Fauziati
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 4 No 2 (2026): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Juli-Desember 2026
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/e1c0c145

Abstract

This study examined how non-English major university students in Indonesia use private speech as a self-regulatory strategy for managing English speaking anxiety. Using a qualitative descriptive design, eight second-semester students from three universities were selected through purposive sampling and completed an open-ended online survey; responses were analyzed using six-phase thematic analysis. Findings identified five types of private speech self-encouragement, self-instruction, self-evaluation, cognitive reframing, and religious self-talk used mainly before speaking tasks, functioning as both emotion-focused and problem-focused coping that generally reduced anxiety and increased readiness to speak. However, perceived effectiveness varied across participants, indicating that private speech operates as a conditional rather than universal coping resource, with effects on self-efficacy shaped by prior speaking experience. These findings extend understanding of self-regulation among non-English major EFL learners and offer preliminary implications for raising student awareness of internal coping strategies and informing anxiety-sensitive speaking instruction.
Co-Authors Abdillah Nugroho Azzahra, Farla Syifa Endang Fauziati Idris, Bayu Romli Koesoemo Ratih Maryadi, M Maulida, Nimas Ayu Nawal Mauly Halwat Hikmat Muamaroh, M Nawal Maulida, Nimas Ayu Rafif Yumna, Mochammad Alfat Sabir, Muhammad Rehan Thoyibi, M.