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All Journal SALEE: Study of Applied Linguistics and English Education SEVA
Ahmad Ridho Rojabi
UIN Kiai Haji Achmad Siddiq Jember
Humanities Education Languange, Linguistic, Communication & Media Other

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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
"I am more engaged in writing": Promoting EFL Students’ Writing Skills through Project-Based Learning Wardatul Layly Hidayat; Ahmad Ridho Rojabi
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 Alif Fatahilla Rachman Fa-is Taye Wardatul Layly Hidayat