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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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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.
Integrating synchronous and asynchronous sessions in a blended writing course: Indonesian students' perspectives Rojabi, Ahmad Ridho; Gatcho, Al Ryanne Gabonada; Croft, Sebastian Francis
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching
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.
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.
Navigating self-regulated writing: How EFL Islamic university students use strategies and online resources Rojabi, Ahmad Ridho; Femilia, Praptika Septi
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

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 aims to explore: (1) the Self-Regulated Writing (SRW) strategies employed by EFL students in essay writing, (2) the specific SRW strategies used by advanced students across the PLEE (Planning, Executing, and Evaluating) cycle, and (3) the types of online resources students utilize during the writing. This study used concurrent mixed methods and of the 62 Islamic university students in the essay writing class, 5 were recruited to participate in the semi-structured interviews using purposeful sampling technique. Data from closed-ended questionnaires were analyzed using descriptive statistics, while data from observations and interviews were analyzed thematically. The results demonstrated that in SRW, the social environment dimension is ranked first and the motive dimension is ranked last. During the planning phase, students frequently utilized Google Scholar as an online tool for autonomous writing techniques, while during the execution and evaluation phase, students frequently utilized QuillBot as an online tool for independent writing strategies. Pedagogically, this study contributes to providing valuable insights for educators to design learning experiences that encourages learners to be autonomous in writing.
"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.
Co-Authors Ainu Zumrudiana Ali Mustofa Croft, Sebastian Francis Daniel Ginting Efendi, Mohammad Makhzumi Irvan Fahmi Fahmi Femilia, Praptika Septi 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