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All Journal JELLT (Journal of English Language and Language Teaching) JOURNAL OF ENGLISH FOR ACADEMIC TLEMC (Teaching and Learning English in Multicultural Contexts) PROJECT (Professional Journal of English Education) Journal of English Teaching, Literature, and Applied Linguistics Didaktika: Jurnal Pemikiran Pendidikan Journal of English Language and Education DedikasiMU: Journal of Community Service Indonesian Vocational Research Journal
Ribeh Najib Muhammad
Universitas Muhammadiyah Gresik
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Development of Asynchronous and Synchronous Learning in Bawean Elementary School Ribeh Najib Muhammad; Riska Widyanita Batubara
Indonesian Vocational Research Journal Vol 3 No 1 (2023)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/ivrj.v3i1.7254

Abstract

English is one of the most important languages ​​for students, especially at the elementary and middle school levels. Currently, learning activities focus on E-learning. During the COVID19 pandemic, the main focus of teachers is teaching students using learning platforms such as synchronous and asynchronous learning. Synchronous learning here focuses on the Zoom and asynchronous platforms using video material. The researcher used two strategies to measure which strategy was more effective to assist students in facilitating the E-learning learning process. The process also aims to reach students and teach them from home during quarantine. This service proposal tries to improve the quality of e-learning learning materials using synchronous (zoom) and asynchronous (video materials), at a Thai Elementary School. The students have experience during the COVID-19 pandemic quarantine period using e-learning. Learning English including e-learning is needed to improve four language skills, including listening, speaking, reading, and writing. In learning English students can use an easy alternative by utilizing technology.
The Effectiveness of Coastal Environments Learning Media to Increase Elementary School Students' Cognitive Responses Ribeh Najib Muhammad
DIDAKTIKA Vol 31 No 1 (2025): Volume 31 Nomor 1 February 2025
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v31i1.9438

Abstract

Coastal environments have in recent years become the focus of government development with the hope of becoming a center for ecological protection and an educational tourism destination due to the large number of mangrove plant species and migratory bird species that stop by from various parts of the world. A high level of environmental awareness and good English language skills are very urgent to support the sustainability and benefits of this ecosystem and to expose it internationally. However, the majority of English language learning in schools focuses more on general knowledge without any specifications and differentiation tailored to the environment around students. Therefore, this research aims to determine the level of effectiveness of digital-based English learning media and the coastal environment with the hope of increasing elementary school students' cognitive response to the sustainability and optimization of coastal sustainability, which is located on the north coast of East Java. The research method used is mixed-method with explanatory sequential strategy conducted in three elementary schools located around the coastal area. Then the data obtained will be processed using nested ANOVA. The results of this research are crucial stages needed to create an effective integration model for English language learning and the environment that meets regional needs to accommodate the forthcoming policy from the ministry of education that will make English as one of the integral subjects in elementary school.
Insights from Students on the Use of Asynchronous and Synchronous Approaches during Digital Learning in Thailand’s Primary Schools Ribeh Najib Muhammad
DIDAKTIKA Vol 30 No 1 (2024): Volume 30 Nomor 1 Februari 2024
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v30i1.7387

Abstract

The outbreak of Covid-19 necessitated a rapid shift in educational paradigms worldwide. With physical classrooms rendered inaccessible, educators and students turned to distance learning as the new norm. This study investigates the effectiveness of two prominent e-learning strategies: synchronous learning (facilitated by platforms like Zoom) and asynchronous learning (centered on video materials). The primary objective was to discern which approach better supported students in their educational journey while they remained confined to their homes during quarantine. The pandemic disrupted traditional educational models, prompting institutions to adapt swiftly. Distance learning emerged as a lifeline, but questions lingered about the most effective methods. This research aimed to address this gap by comparing synchronous and asynchronous learning strategies. The investigation took place in multiple schools across Thailand, where students had been navigating remote learning. A questionnaire with Likert scale questions assessed students’ perceptions as well as interviews and open-ended responses to provide deeper insights. It turns out that students favored synchronous learning due to its ease of communication. Zoom sessions allowed direct interaction with teachers and peers although both approaches effectively delivered content, but asynchronous learning lacked real-time feedback. Moreover, synchronous learning provided a structured environment, while asynchronous learning allowed flexibility.
The use of Picture and Sentence Matching to Assess Reading for Students at the Early Stage: A Single Case Study Rochmah, Noviatul; Muhammad, Ribeh Najib; Asari, Slamet
Jetlal Vol 9 No 1 (2025)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v9i1.10378

Abstract

Reading assessment is assessing the students’ competence in understanding ideas in the written form. Reading ability is very difficult to access accurately. The students’ reading level will reflect the level at which that student is able to use reading to accomplish goal. The specific skill in reading should be match in any level of learners. In the beginner level usually the learners responding words and their associating graphic symbol. Assessing reading at the beginner level can be done through picture and sentence matching. In this type of reading test the learners will ask to match the sentence with the picture or match the picture with the sentence. The combination between sentence and pictures arouse the students’ comprehension in recognizing words and words groups, phrase, and simple text. This paper discusses about the use of picture and sentence matching for assessing reading at the beginner level to create the students’ interest in reading skill. Key words: Assessing, reading, early stage, picture and sentence matching
Investigating The Impact of ZEP Quiz Gamified Assessment on Students’ Reading Comprehension and Perceptions Putri Hidayatul Sylvia; Candra Hadi Asmara; Ribeh Najib Muhammad
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2501

Abstract

Reading comprehension plays an important role in English language learning, yet students frequently experience difficulties due to limited engagement during assessment activities. While previous studies have investigated various gamified platforms, the implementation of ZEP Quiz in English education remains limited. This study examined the impact of ZEP Quiz on students’ reading comprehension and explored their perceptions toward its use. Employing a mixed-method sequential explanatory design, the study involved 32 students in each of the experimental and control groups at SMPN 1 Mantup. Data were collected through reading tests, questionnaires, and semi-structured interviews. The results showed that the experimental group’s mean score increased from 72.25 to 83.38. In addition, students demonstrated positive perceptions toward ZEP Quiz. The findings indicate that ZEP Quiz effectively enhances students’ reading comprehension and creates a more engaging and meaningful learning experience in English language learning.
Co-Authors Andi Rahmad Rahim Auliya, Prativi Khilyatul Candra Hadi Asmara Jihan Nawal Aini Noviatul Rochmah Nur Fauziyah Nurul Hidayah Almubarokah Paulina Paulina Putri Hidayatul Sylvia Riska Widyanita Batubara Rochmatul Lathifah Slamet Asari Sukaris Tri Yuli Ardiyansah Wardhana, Yessy Yustia