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All Journal SEVA ELT Forum: Journal of English Language Teaching
Ahmad Ridho Rojabi
UIN Kiai Haji Achmad Siddiq Jember, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Integrating synchronous and asynchronous sessions in a blended writing course: Indonesian students' perspectives Ahmad Ridho Rojabi; Al Ryanne Gabonada Gatcho; Sebastian Francis Croft
ELT Forum: Journal of English Language Teaching Vol. 14 No. 4 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (November)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i3.20610

Abstract

In a blended writing course, synchronous and asynchronous sessions can be utilized by instructors to support students’ writing activities. Although several studies have discussed the context of blended learning (BL) in EFL or ESL context, few have specifically explored students’ perceptions of the combination of synchronous and asynchronous sessions in writing instruction. Guided by Self-Determination Theory (SDT), this study was conducted using a qualitative approach through semi-structured interviews with five students, complemented by digital record observation to enhance data triangulation, with thematic analysis undertaken to identify key findings. The results revealed that combining synchronous and asynchronous sessions in writing assignments can increase student engagement. These two types of sessions complement each other; for example, synchronous sessions allow immediate feedback that asynchronous sessions cannot provide. The recommendations from this study provide implications for developing learning strategies that integrate synchronous and asynchronous sessions in the context of writing instruction in higher education.
EMPOWERING ENGLISH PROFICIENCY Alif Fatahilla Rachman; Ahmad Ridho Rojabi; Fa-is Taye
International Journal of Community Service in Language, Literature, Culture, and Their Teaching Vol 1 No 1 (2024)
Publisher : Faculty of Letters Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/seva.v1i1.5342

Abstract

This article highlights the Community Service program carried out by students during the Field Study and Community Service Program, lasting approximately three months at Anuban Rangae School in Narathiwat, Southern Thailand. The implementation team, consisting of a student from the English Literature program at Universitas Abdurachman Saleh Situbondo and another from Universitas Muhammadiyah Tangerang, collaborated closely with an English teacher from Anuban Rangae School. Throughout their involvement, the team faced challenges due to ineffective and limited teaching methods. In response, they developed teaching programs, integrated interactive web-based applications, and introduced playful learning techniques. The resulting outcomes showed a significant positive impact, seen in the heightened enthusiasm and engagement of students towards learning, facilitated by diverse teaching strategies and media. Thus, the student-led Community Service program at Anuban Rangae School emerges as a promising approach for addressing prevailing educational challenges, enhancing learning experiences, and outcomes
Co-Authors Al Ryanne Gabonada Gatcho Alif Fatahilla Rachman Fa-is Taye Sebastian Francis Croft