Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal Of Academia In English Educations (JADEs)
Amelia Putri Ardianti
Unknown Affiliation
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The English Education Students’ Perceptions of Using Authentic Materials to Enhance Critical Thinking in the EFL Classroom: Pre-service teachers Insights into How Real-World Texts Support Higher-Order Thinking Skills Amelia Putri Ardianti; Christianti Tri Hapsari
JADEs Journal of Academia in English Education Vol. 6 No. 2 (2025): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v6i2.13090

Abstract

This study explores English teachers’ perspectives on the use of authentic texts in language learning. It aims to provide a clear understanding of how teachers perceive and apply authentic texts in various classroom contexts. The research focuses on identifying teachers’ attitudes, strategies, and challenges in integrating authentic materials into teaching practices. The urgency of this research is located on the increasing demand for 21st-century education that develops students' abilities to think critically, solve problems, and apply knowledge in real-life contexts. A qualitative descriptive approach is employed, using an open-ended questionnaire as the main instrument to capture teachers’ experiences and perspectives. The collected data will be analyzed thematically to reveal patterns and key issues emerging from teachers’ responses. The findings are expected to contribute both theoretically and practically by offering insights into effective and contextual English language teaching. Furthermore, the study benefits pre-service teachers, especially seventh-semester students of English Education programs, by helping them connect theoretical knowledge with real classroom practices. Ultimately, this study seeks to bridge the gap between pedagogical theory and teaching reality in EFL classrooms.
Co-Authors Christianti Tri Hapsari