Article Per Year (5 Year)
p-Index From 2021 - 2026
2.504
P-Index
This Author published in this journals
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 Journal of English in Academic and Professional Communication Welfare: Jurnal Pengabdian Masyarakat Jurnal Linguistik Terapan Indonesian EFL Journal
Rojabi, Ahmad Ridho
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
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.
"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.
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.
Penerapan Metode Pembelajaran Kooperatif SQ4R Untuk Meningkatkan Kemampuan Membaca Pemahaman Mahasiswa EFL Rojabi, Ahmad Ridho
Lingua Franca:Jurnal Bahasa, Sastra, dan Pengajarannya Vol 4 No 2 (2020)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/lf.v4i2.4946

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan 36 mahasiswa EFL dari Program Studi Tadris Bahasa Inggris di IAIN Jember dalam membaca pemahaman dengan menerapkan metode SQ4R. Untuk mencapai tujuan tersebut, desain penelitian tindakan kelas kolaboratif digunakan dengan mengikuti empat tahap: perencanaan, implementasi, pengamatan, dan refleksi. Penelitian ini dilaksanakan dalam dua siklus, di mana siklus pertama dan siklus kedua dilakukan dalam dua pertemuan. Teknik ini terdiri dari lima tahap; survey, question, read, reflect, recite, and review. Langkah-langkah survey dan question diimplementasikan dalam pre-reading, langkah-langkah reading dan reflect diimplementasikan dalam whilst reading, sedangkan langkah-langkah recite dan review dilaksanakan dalam post-reading. Hasil penelitian menunjukkan bahwa metode SQ4R mampu meningkatkan kemampuan membaca dan partisipasi mahasiswa di kelas.
Meningkatkan Kualitas Pemasaran Produk Kopi dan Kualitas Pendidikan di Dusun Durjo, Desa Karangpring, Jember Rojabi, Ahmad Ridho; Gofar, Arrifa Aulliyatul; Septian, Windi Ika; Efendi, Mohammad Makhzumi Irvan; Savina, Rina; Karimah, Iqla Nur
Welfare : Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2024): Welfare : June 2024
Publisher : Fakultas Ekonomi dan Bisnis Islam, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/welfare.v2i2.1232

Abstract

Community empowerment programs should be implemented to raise awareness among local communities about the potential that exists in the area. The purpose of this study is to provide an overview of educational programs for elementary school students by immersing them in three educational institutions in Durjo Karangpring village, as well as an overview of service programs by educating coffee youth on how to increase sales of products that are already available in the area. This study employs the ABCD (asset-based community development) method, with data collected through interviews, observations, and documentation. These findings demonstrate an increase in education through both formal and informal learning activities. This activity can be implemented on a continuous basis by the surrounding community, allowing students to learn informally as well as formally at school. The socialization program for coffee product marketing strategies is extremely beneficial for young people since it helps them understand how to improve coffee product marketing and compete with other coffee products.
Blended learning via Schoology as a learning management system in reading class: benefits and challenges Ahmad Ridho Rojabi
Jurnal Linguistik Terapan JLT Volume 9 No 2, 2019
Publisher : UPT P2M Politeknik Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Online learning integrated with face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning itself. Schoology as a Learning Management System implemented in blended learning can help teachers to manage class information. Schoology allows students and teachers to share information, and provides access to content or administrative features of certain courses. However, despite the benefits of blended learning via Schoology mentioned, EFL teachers are still unwilling in exploiting blended learning via Schoology in their reading classes. This literature study reviews several papers investigating the benefits and challenges of blended learning via Schoology as a Learning Management System. The purpose of the study is to observe the benefits and the challenges of blended learning via Schoology. The data were collected through primary and secondary resources. It is expected that the findings will boost the EFL teachers’ attention in applying blended learning via Schoology in their classes, and draw attention of EFL teachers in covering the challenges of blended learning via Schoology to improve students’ learning experiences.
REDUCING NATIVE LANGUAGE INTERFERENCE IN ENGLISH TEACHING WRITING USING GRAMMARLY: A CASE STUDY Muhammad syarofil Umam; Khoiriyah; Dewi Nurul Qomariyah; Ahmad Ridho Rojabi
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.151

Abstract

Native language (L1) interference continues to pose a significant challenge in English as a Foreign Language (EFL) classrooms, frequently resulting in systematic writing errors. Despite its prevalence, L1 interference among senior high school students, especially in relation to automated writing tools, has received limited scholarly attention. This qualitative case study investigates L1 interference patterns among students with Javanese, Madurese, and Balinese linguistic backgrounds and evaluates the effectiveness of Grammarly in reducing these errors. Data were gathered through classroom observations, teacher interviews, and analysis of students' argumentative essays, and subsequently analyzed using a systematic coding-category-theme approach. The findings indicate that L1 interference primarily manifests in syntactic, morphological, and lexical domains, largely due to a translation-oriented writing strategy. The use of Grammarly as a digital scaffold significantly improved students' grammatical awareness and facilitated independent revision. The results suggest that although digital tools enhance structural accuracy and learner autonomy, teacher intervention remains essential for addressing complex semantic challenges. This study provides pedagogical recommendations for integrating technology to reduce negative language transfer in diverse EFL contexts.  
Improving the Students’ Reading Comprehension Achievement by Using Mapping Technique at Ilmu Al-Qur’an and Tafsir (IAT1) IAIN Jember Rojabi, Ahmad Ridho
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (489.853 KB) | DOI: 10.36456/jet.v3.n1.2018.1542

Abstract

This research was aimed at improving the ability of the students of IAT-1 in reading comprehension achievement by implementing mapping technique. To achieve the purpose, the classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This research was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. Mapping as a teaching technique can help students visualize the basic shape of material, the main ideas and details about a topic, and how the topic, main ideas, and details are related each other in some sort of illustration (boxes, circles, connecting lines, diagram). The characteristics of mapping are; hierarchy, diagram, compare and contrast, timeline, processes or cycles. The result of the research revealed that mapping technique improved the students‟ reading comprehension achievement of IAT-1 IAIN Jember.
Co-Authors Ainu Zumrudiana Ali Mustofa Andini Nailatus Sarifah Daniel Ginting Dewi Nurul Qomariyah Efendi, Mohammad Makhzumi Irvan Fahmi Fahmi Gofar, Arrifa Aulliyatul Hidayat, Wardatul Layly Kadnawi Kadnawi Karimah, Iqla Nur Khoiriyah Laila, Maulinasari Nur Moch. Imam Machfudi Moch. Imam Machfudi Muhamad Hasbi Muhammad syarofil Umam Nur Maulida Ifkarina Praptika Septi Femilia Savina, Rina Septian, Windi Ika Susana, Shofa Alfia Viola Putri Syafii Yusawinur Barella