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All Journal Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium
Muamaroh, M
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Humanities Computer Science & IT Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences Other

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Femininitas dan Maskulinitas dalam Murder on the Orient Express Farida, Kun; Muamaroh, M
Prosiding University Research Colloquium Proceeding of The 12th University Research Colloquium 2020: Mahasiswa Student Paper
Publisher : Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

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Murder on the Orient Express adalah sebuah film misteri yang diangkat dari novel berjudul sama yang ditulis oleh Agatha Christie pada tahun 1934. Tujuan penelitian ini adalah untuk menganalisis kesepadanan gramatikal yang terdapat dalam film Murder on the Orient Express. Penelitian ini berfokus pada kesepadanan gramatikal kategori gender. Dalam penelitian ini, terdapat 35 data yang diambil dari subtile film Murder on the Orient Express. Data yang diperoleh kemudian dianalisis menggunakan statistik deskriptif. Peneliti menemukan bahwa dari total 35 data, 20 data termasuk dalam femininitas (57.1%), dan 15 data termasuk dalam maskulinitas (42.9%). Dalam femininitas, dari 20 data yang ada, kata benda adalah yang paling sering muncul dengan persentase 80% atau 16 data, diikuti oleh kata ganti dengan 4 data (20%). Hal yang sama juga terjadi dalam kategori maskulinitas, dari 15 data, kata benda adalah yang paling sering muncul dengan persentase 20% atau 3 data.
The Task-Based Evaluation of the English for Nusantara Textbook to Curriculum Merdeka Principles Idris, Bayu Romli; Muamaroh, M; Ratih, Koesoema
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 examines the tasks in English for Nusantara (Kementerian Pendidikan, 2022) based on the theme "Exploring Fauna of Indonesia," whether they are congruent with Task-Based Language Teaching (TBLT) principles and the Merdeka Curriculum. From the list of tasks, 25 were chosen and content analysed. Tasks are categorized based on type, phases, authenticity and alignment with values of the Merdeka Curriculum such as student agency, collaborative skills, HOTS- Higher Order Thinking Skills, and Pancasila value. Qualitative content analysis was used to structure the data according to categories and themes, using systematic coding and NVivo software. The study seeks to identify strengths and weaknesses in promoting critical thinking and student-centred learning. The results indicate that information-gap tasks (44%) were the most common task type, and reasoning-gap tasks (32%) and opinion-gap tasks (24%) followed. The task cycle was the most commonly focused phase (52%), less attention was paid to the pre-task (28%) and post-task (20%) phases. Task authenticity showed that 48% were highly authentic. The alignment of Merdeka Curriculum, focused on student agency (44%) and collaboration (32%), was lower for HOTS (20%) and Pancasila values (4%). The research recommends refinement of the integration of HOTS and worth Pancasila to realize a more complete curriculum goal.
The Effectiveness of a Senior High School English Immersion Program on Graduates Communicative Competence and Academic Achievement in Higher Education Yousef, Hateenah Ali Sulaiman; Muamaroh, M; Wijayanto, Agus; Hidayat, Nur; Sutopo, Anam; Nugroho, Abdillah; Haryanti, Dwi
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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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.
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.
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

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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.
Co-Authors Abdillah Nugroho Agus Wijayanto, Agus Anam Sutopo Dwi Haryanti, Dwi Farida, Kun Idris, Bayu Romli Koesoemo Ratih Maulida, Nimas Ayu Nawal Mauly Halwat Hikmat Nur Hidayat Pamungkas, Damar Jati Ratih, Koesoema Yousef, Hateenah Ali Sulaiman