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All Journal Jurnal Pendidikan dan Pembelajaran TELL - US JOURNAL
Indra Susanto
Universitas Katolik Indonesia Santu Paulus Ruteng
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Critical Thinking Skills and Argumentative Writing Ability:Is there any Correlation? Yulian Juita Ekalia; Fransiskus Jemadi; Indra Susanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.5108

Abstract

This study explores the relationship between critical thinking skills and argumentative writing ability among eleventh-grade students at SMAK Fransiskus Xaverius Ruteng. In the Indonesian educational context, students often face challenges in producing well-structured and logically supported arguments, partly due to limited emphasis on critical thinking in traditional teaching methods. Argumentative writing requires not only language proficiency but also the ability to analyze, evaluate, and synthesize information. This research aims to determine whether a significant correlation exists between these two essential academic competencies. The study employed a quantitative correlational research design involving 30 students from the Language Program. Critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA), while argumentative writing ability was assessed through a standardized writing test evaluated by a rubric. Data analysis using Pearson’s Product-Moment Correlation and SPSS Version 25 revealed a very strong positive correlation (r = 0.813) between critical thinking and argumentative writing. The coefficient of determination (R² = 0.661) indicated that 66.1% of the variance in writing performance can be attributed to critical thinking abilities, while the remaining 33.9% is influenced by other factors such as language proficiency and prior writing experience. The findings confirm a significant positive correlation between critical thinking and argumentative writing, supporting the integration of critical thinking strategies into writing instruction. Students with higher critical thinking scores generally produced more coherent, logical, and persuasive texts. The study suggests that educators should incorporate techniques such as argument mapping, debates, and peer review sessions to enhance both cognitive and linguistic development.
INDONESIAN REGIONAL HIGH SCHOOL ENGLISH TEACHER USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN POST PANDEMIC LEARNING Indra Susanto; Adrianus Nabung
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.9254

Abstract

The integration of technology in English language teaching has been a significant development, further accelerated by the COVID-19 pandemic. Prior to the pandemic, technology was steadily being integrated into classrooms in developed countries, utilizing tools like interactive whiteboards and educational software. Additionally, digital language learning tools provided learners with flexible resources to enhance their language skills outside the classroom. However, in developing countries, including Indonesia, access to technology remained limited due to infrastructure and socioeconomic challenges, particularly in regional areas. This study looks closely at two high school English teachers’ teaching experience after the pandemic. The COVID-19 pandemic has significantly changed the way English is taught in Indonesia, especially in rural areas like Flores Island. The move to online learning sped up the use of technology in education, changing traditional teaching methods. Teachers like Elsa and Anna showed flexibility by using tools like Google Classroom for remote teaching and to increase student participation. It was also found that there is a doubt that the use of ICT in English language teaching brings a high level of dependency on the technology to the students.
Co-Authors Fransiskus Jemadi Nabung, Adrianus Yulian Juita Ekalia