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All Journal International Journal of Evaluation and Research in Education (IJERE) JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Lingua Franca: Jurnal Bahasa, Sastra, dan Pengajarannya JET (Journal of English Teaching) Adi Buana Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Voices of English Language Education Society Journal of English Education and Teaching (JEET) English Language Teaching Educational Journal Pioneer: Journal of Language and Literature SALEE: Study of Applied Linguistics and English Education JEELS (Journal of English Education and Linguistics Studies) Journal of English in Academic and Professional Communication FENOMENA: Journal of Social Science SEVA Welfare: Jurnal Pengabdian Masyarakat ELT Forum: Journal of English Language Teaching Jurnal Linguistik Terapan
Rojabi, Ahmad Ridho
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Exploiting Drama for Children in EFL Teaching to Promote Creativity, Confidence, and Motivation Ahmad Ridho Rojabi; Ali Mustofa
Journal of English Education and Teaching Vol 5, No 4 (2021)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.5.4.544-555

Abstract

Drama is a powerful tool for actively engaging children in the English learning process. By creating meaningful contexts, drama techniques help them develop their integrated linguistic competence. This research aims to explore how drama impacts the students’ confidence, creativity, and motivation to learn. This research used a literature review by selecting appropriate journal articles regarding drama in EFL teaching. The findings revealed that drama is beneficial in increasing students' confidence, creativity, and motivation to learn. Further research is recommended to exploit drama for children as it boosts the learners’ enthusiasm to learn English effectively.
Students’ perception on TPACK practices on online language classes in the midst of pandemic Daniel Ginting; Fahmi Fahmi; Yusawinur Barella; Muhamad Hasbi; Kadnawi Kadnawi; Ahmad Ridho Rojabi; Ainu Zumrudiana
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.23014

Abstract

This study investigated technological pedagogical and content knowledge (TPACK) practices during the current COVID-19 pandemic and examined factors influencing students’ perceptions of effective online learning. This study gathered the primary data from 90 university students from four study programs via the online questionnaire. Using an analysis of variance (ANOVA) statistical tool for data analysis, this study found that students’ perceptions of their teachers’ teaching performance in the fully online programs are not significantly different across four study programs. This finding implies that regardless of their study programs, the students had expected that teachers should pay attention to some vital aspects in online learning: using the same learning management system (LMS) for all study programs, and preparing designing practical online modules, taking care of the organization of teaching inputs that promote students’ critical thinking, delivering various teaching inputs and methods, intensifying teachers’ presence in monitoring students’ learning progress, motivating students to learn, and promoting teacher-student mutual respect through effective communication. This study also revealed that teachers play a pivotal role in achieving effective online learning during the pandemic.
Engaging Secondary School Learners in a Vocabulary Course through a Spinning Wheel Game Laila, Maulinasari Nur; Rojabi, Ahmad Ridho; Machfudi, Moch. Imam
Pioneer: Journal of Language and Literature Vol 15 No 2 (2023)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v15i2.3880

Abstract

Vocabulary is essential for students learning English since they can comprehend texts in English more easily once their vocabulary improves. Some teachers in schools continue to use conventional approaches to learning vocabulary, such as distributing textbooks and providing no multimedia resources in the learning environment. These conventional situations bring boredom and a lack of enthusiasm to learners. This study explores the use of spinning wheel media in vocabulary classrooms in one of Jember's private junior high schools. The current study used a qualitative approach, with data gathered through observation, interviews, and document review. The results demonstrated that the spinning wheel media could be used in vocabulary classrooms since it can engage learners, boost their enthusiasm, and improve their vocabulary. Furthermore, the teacher's notes and evaluation showed that this game fosters an engaging and interactive classroom environment.
The Effectiveness of Video Scribe Sparkol on EFL Students’ Grammar Ability Viola Putri Syafii; Ahmad Ridho Rojabi
Tell : Teaching of English Language and Literature Journal Vol 9 No 2 (2021): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.035 KB) | DOI: 10.30651/tell.v9i2.9443

Abstract

Grammar is one of the most important aspects as it integrates with four language skills, and it enhances the learners’ fluency. However, some students still get difficulty in understanding the grammar patterns and difficulty in composing grammatical sentences. One of the methods that can be implemented in teaching grammar is Video Scribe Sparkol. This study intends to determine whether or not the employment of Video Scribe Sparkol influences students' grammatical skills. This quantitative-experimental research involved the investigation of two classes; experimental and control.  The experimental class was given treatment by using Video Scribe Sparkol, while the control class was taught conventionally (without using any media). The experimental class's SPSS data indicated that a  pre-test average score was 68.15,  and the post-test average score was 83.23. It indicated a  highly significant improvement in the experimental class's score. Meanwhile,  the average score of the control class's pre-test was  70.96,  and their post-test average score was 78.09. As the significance sig. (2 tailed) of the Independent Sample t-test was  0.027 < 0.05, which means that the null hypothesis (H0) is rejected. Thus, there is a significant difference between the average score of the experimental and the control class. The results revealed that Video Scribe has a significant impact on learners’ grammar ability, and it can motivate and engage them in grammar activities due to interesting images, animations, and audiovisuals on its features. Thus, further researchers need to investigate the students’ motivation toward this method.
Enhancing EFL students’ reading proficiency and engagement through the KWL Strategy in descriptive texts Susana, Shofa Alfia; Rojabi, Ahmad Ridho
Journal of English in Academic and Professional Communication Vol 11 No 1 (2025): January
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v11i1.5737

Abstract

Enhancing students' reading ability for understanding descriptive texts is a prevalent challenge when learning English. Many students struggle to fully engage with and comprehend the contents of the text. As a result, using the KWL (Know, Want, Learned) strategy could assist students in better understanding the text's main idea. This strategy aims to stimulate students' prior knowledge, guide the reading process, and organise ideas after reading. This study aims to explore whether the KWL strategy can improve students' understanding of descriptive texts while also fostering their engagement in reading class activities. The Classroom Action Research (CAR) method was used in two cycles: planning, action, observation, and reflection. Each cycle included two learning sessions and one reading test session. The study included 30 students, and data was gathered through tests, observations, and interviews. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The results revealed that students' average scores increased from pre-test (42.16) to post-test 1 (60.5) and post-test 2 (67.83), indicating a significant improvement in reading skills. These findings also demonstrated that the KWL strategy encourages students to actively engage in the learning process, such as enthusiasm in completing the KWL columns and participating in class discussions. The pedagogical implication is that instructors may utilize this strategy to create more interactive learning experiences and help students more deeply comprehend descriptive texts.
EMPOWERING ENGLISH PROFICIENCY Rachman, Alif Fatahilla; Rojabi, Ahmad Ridho; Taye, Fa-is
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
Navigating Self-Regulated Writing: How EFL University Students Use Strategies and Online Resources Ahmad Ridho Rojabi; Praptika Septi Femilia
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.5274

Abstract

Developing autonomy in writing is crucial for EFL students, as effective writing requires not only language skills but also cognitive, metacognitive, motivational, and behavioral strategies that enable students to regulate and direct their own learning process. In this context, Self-Regulated Writing (SRW) is an important strategy as it enables students to initiate, monitor their thinking, and independently evaluate and revise their drafts. This study examines (1) EFL students' Self-Regulated Writing (SRW) strategies in essay writing, (2) advanced students' SRW strategies across the PLEE cycle, and (3) the online resources they use while writing. From 62 essay writing students, 5 were selected for semi-structured interviews utilizing purposive sampling in this concurrent mixed methods study. Descriptive statistics were used for closed-ended surveys, whereas thematic analysis was used for observations and interviews. The results showed that SRW ranks social environment first and motive last. Students used Google Scholar for independent writing during planning and QuillBot for individual writing during implementation and evaluation. Pedagogically, this study helps educators develop writing experiences that support autonomy.
"I am more engaged in writing": Promoting EFL Students’ Writing Skills through Project-Based Learning Hidayat, Wardatul Layly; Rojabi , Ahmad Ridho
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.1866

Abstract

Writing remains one of the most demanding productive skills for English as a Foreign Language (EFL) students. To address this challenge, Project-Based Learning (PBL), a student-centered instructional approach, has gained attention for its potential to enhance student engagement and writing performance. This qualitative case study explored: (1) the instructional steps used in implementing PBL in writing lessons, (2) the assessment methods employed, (3) the perceived benefits of PBL on students’ writing skills, and (4) the challenges faced during implementation. Data were collected from classroom observations, semi-structured interviews, and document review and were then analyzed qualitatively. The findings revealed that the implementation of PBL followed five key stages: preparation, planning, research, presentation, and evaluation. Writing performance was assessed formatively using an analytical rubric. PBL was found to foster students’ writing development, increase their motivation and engagement, and build confidence. However, implementation challenges such as group management, unequal participation, and time constraints were also reported. These findings suggest that PBL can be a valuable pedagogical tool in EFL writing classrooms, promoting active learning and collaboration. Nonetheless, its success depends on careful instructional planning and strategies for overcoming implementation barriers.
Improving the First Year Students’ Reading Comprehension Achievement by Using SQ3R Technique at SMA Negeri 1 Jember Rojabi, Ahmad Ridho
Fenomena Vol 12 No 1 (2013): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v12i1.527

Abstract

This study aimed to improve the reading ability of first-year students at SMA Negeri 1 Jember by implementing the SQ3R technique, particularly in narrative texts. To achieve this goal, classroom action research was conducted in collaboration with the first-year English teacher, following several stages: planning, implementation, observation, and reflection. The research was implemented in two cycles, with each cycle consisting of four meetings. The SQ3R technique comprises five steps: survey, question, read, recite, and review. The survey and question steps were implemented in pre-learning, the reading step in whilst-learning, and the recite and review steps in post-learning. Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa kelas satu SMA Negeri 1 Jember dengan mengimplementasikan teknik SQ3R terutama dalam teks narasi. Untuk mencapai tujuan tersebut, penelitian tindakan kelas berkolaborasi dengan guru bahasa Inggris kelas satu dengan mengikuti beberapa tahapan: perencanaan, implementasi, observasi, dan refleksi. Penelitian diimplementasikan dalam dua siklus, di mana setiap siklus mencakup empat pertemuan. Teknik SQ3R terdiri dari lima tahapan: survey, question, read, recite, dan review. Tahap survey dan question diimplementasikan di pre-learning, tahap membaca diimplementasikan di whilst-learning, sedangkan recite dan review diimplementasikan di post-learning.
EFL learners’ perception and attitude in synchronous meetings through Zoom videoconferencing Rojabi, Ahmad Ridho; Praptika Septi Femilia
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1722

Abstract

Recently, incorporating technology in English as a foreign language (EFL) courses has been the topic of much debate. Technology can facilitate student interaction in the learning process and create an interactive and communicative classroom environment. Zoom is a solution for faculty members to engage and motivate students in virtual courses as it provides real interaction and direct feedback. This present study aimed to explore EFL students' perceptions as well as attitudes toward synchronous learning through Zoom Videoconferencing. The participants were 72 undergraduate students in the Intensive Reading course. The data was collected through questionnaires, observations, and interviews. The contents of the instrument were validated using expert judgment. The quantitative data were analyzed by using descriptive statistics while qualitative data were analyzed using thematic coding. The findings demonstrated that students had positive perceptions of Zoom videoconferencing in terms of actual use, perceived ease of use, intrinsic motivation, behavioral intention, and attitude. Further research into using Zoom videoconferencing to develop innovations in an online course is strongly recommended. HIGHLIGHTS: Zoom videoconferencing provides several benefits in terms of actual use, perceived ease of use, and satisfaction. Positive perceptions among students are related to their habits as digital natives and adjustments in post-pandemic classroom instruction which integrate technology in the educational setting. The learners’ positive attitude, they were satisfied with the course content, they felt comfortable participating in group discussions since the faculty designed interesting tasks and well-instructions and explanations. By doing so, this fun atmosphere in the teaching and learning process could promote peer interaction and build their social community. Synchronous videoconferencing can create an accessible, flexible, and effective classroom environment, facilitate an engaging online learning environment, and increase interactive and communicative interaction between teachers and students. By doing so, faculty members can create virtual courses utilizing Zoom videoconferencing for live interaction and an engaging classroom environment.
Co-Authors Ainu Zumrudiana Ali Mustofa Croft, Sebastian Francis Daniel Ginting Efendi, Mohammad Makhzumi Irvan Fahmi Fahmi Gatcho, Al Ryanne Gabonada Gofar, Arrifa Aulliyatul Hidayat, Wardatul Layly Kadnawi Kadnawi Karimah, Iqla Nur Laila, Maulinasari Nur Moch. Imam Machfudi Muhamad Hasbi Praptika Septi Femilia Rachman, Alif Fatahilla Savina, Rina Septian, Windi Ika Susana, Shofa Alfia Syafii, Viola Putri Taye, Fa-is Viola Putri Syafii Yusawinur Barella