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p-Index From 2021 - 2026
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All Journal PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE PEDAGOGIC: Indonesian Journal of Science Education and Technology
Tis’ah Mukarramah Khaerunnisa
Universitas Negeri Makassar
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Influence of Student Engagement and Critical Thinking Abilities in Academic Writing Tis’ah Mukarramah Khaerunnisa; Muhammad Tahir; Asriati Asriati
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 1: February (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i1.85780

Abstract

Student Engagement, Critical Thinking Abilities, Academic Writing. This study aimed to determine the effect of student engagement and critical thinking abilities in academic writing. The researcher uses the type of causal-comparative quantitative research. The research subjects were students who had taken Academic Writing courses in the 2024/2025 academic year, totaling 30 people. The subjects were selected using a research questionnaire and considering the students' final grades in the Academic Writing course. Research data were obtained by distributing research questionnaires and final grades in Academic Writing courses. The results show that both Student Engagement (p-value = 0.043) and Critical Thinking Abilities (p-value = 0.038) are significant at the 5% level, indicating a substantial impact on Academic Writing. The coefficients for Student Engagement (0.439) and Critical Thinking Abilities (0.400) suggest that increases in these variables lead to improvements in academic writing. Additionally, standardized beta values reveal that Critical Thinking Abilities (B = 0.387) have a slightly stronger influence than Student Engagement (B = 0.377). Overall, the findings demonstrate that enhancing both student engagement and critical thinking abilities contributes positively to academic writing performance.Keywo0rds: Students Engagement, Critical Thinking. Academic Writing
The Impact of Reflective Self-Assessment Journals on Enhancing Metacognitive in Speaking Classes Tis’ah Mukarramah Khaerunnisa; La Sunra; Muh. Tahir
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5896

Abstract

This study aims to investigate how the use of reflective self-assessment journals influences the development of students' metacognitive awareness in learning English as a Foreign Language (EFL), particularly in speaking skills. This study used a qualitative approach with a classroom-based research design involving eleventh-grade students at a high school in Indonesia. Data were collected through classroom observations, students' reflective journals written in two meetings, and in-depth interviews with eight students. The data were analyzed using thematic analysis through the stages of data reduction, coding, grouping themes, and interpreting patterns of students' metacognitive awareness development based on the data sources obtained. The results of this study indicate that consistent use of reflective journals encourages the development of students' metacognitive awareness, moving from basic awareness to more complex metacognitive regulation. Students are not only able to recognize their errors and thought processes, but also begin to plan speaking strategies, monitor performance, and conduct more critical self-evaluations. These findings indicate that reflective journals serve as an effective tool for developing self-regulated learning and enhancing students' reflective abilities in English speaking. This research contributes to strengthening metacognitive-based EFL learning practices and developing more independent speaking skills.
Co-Authors Asriati Asriati La Sunra Muh. Tahir Muhammad Tahir