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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 Jurnal Linguistik Terapan
Rojabi, Ahmad Ridho
Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Collaborative Strategic Reading (CSR) in Improving the English Department Students’ Reading Comprehension Achievement Ahmad Ridho Rojabi
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.143 KB) | DOI: 10.36456/jet.v3.n2.2018.1723

Abstract

Reading as a receptive skill is very important skill for all students of English because it is a skill that everyone needs in studying or conveying the language. However, it is very difficult for the students to catch the message from the reading text as they have limited words and reading strategies. The aim of this research is to prove whether the implementation of Collaborative Strategic Reading (CSR) is effective to improve students’ reading comprehension.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. CSR is implemented to teach students reading comprehension in cooperative learning groups. CSR consists of four strategies that are implemented in pre-reading, whilst reading, and post-reading. CSR strategies consist of: (1) preview the text, (2) click and clunk, (3) get the gist, and (4) wrap up. The result of the research revealed that Collaborative Strategic Reading (CSR) improved the students’ reading comprehension achievement on the fourth semester of English departmentat IAIN Jember. Keywords: collaborative strategic reading, reading comprehension achievement, classroom action research
Exploiting SQ4R Cooperative Learning Method to Enhance EFL Students’ Reading Comprehension Ahmad Ridho Rojabi
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 1 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i1.1160

Abstract

This study was aimed at enhancing the ability of the thirty-six EFL students of the English Study Program at IAIN Jember in reading comprehension by exploiting the SQ4R method. To achieve the purpose, a collaborative classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This study was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. This method consists of five stages; survey, question, read, reflect, recite, and review. The steps of surveying and questioning were implemented in pre-reading, the steps of reading and reflecting were implemented in whilst-reading, while the steps of recite and review were implemented in post-reading. Overall, the study has revealed that the SQ4R method enhanced students’ reading comprehension as well as students’ participation in the classroom. Keywords: SQ4R, reading comprehension, classroom action research
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.
EFL learners’ perception and attitude in synchronous meetings through Zoom videoconferencing Ahmad Ridho Rojabi; 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 Daniel Ginting Fahmi Fahmi Kadnawi Kadnawi Muhamad Hasbi Praptika Septi Femilia Viola Putri Syafii Yusawinur Barella