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All Journal JMM (Jurnal Masyarakat Mandiri) JURNAL EDUCATION AND DEVELOPMENT GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Voices of English Language Education Society Jurnal Ilmiah Spectral Jurnal Pengabdian Kepada Masyarakat Radisi Jurnal KALANDRA Etanic : Journal Of English Language Teaching And Applied Linguistics
Yuswin Harputra
Universitas Graha Nusantara, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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From AI Assistance to Evidence-Based Inquiry: Developing an AI-Supported Problem-Based Learning Model for EFL Academic Reading Yuswin Harputra; Elissa Evawani Tambunan; Yulia Rizki Ramadhani
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.34176

Abstract

Artificial intelligence (AI) can support academic reading, yet its instructional value depends on whether students use it to interrogate texts or merely obtain ready-made answers. This study developed and preliminarily evaluated an AI-supported Problem-Based Learning (PBL) model designed to promote evidence-based inquiry in EFL academic reading. Following the ADDIE framework, the study produced a six-session instructional module and a structured prompting protocol that guided students to formulate questions, examine textual evidence, evaluate arguments, and reflect on their interpretations. The model was implemented with 22 undergraduate EFL students enrolled in an Academic Reading course at a public university in Indonesia. Data were collected through expert validation, pre- and post-intervention academic reading assessments, a student perception questionnaire, classroom observations, AI-interaction logs, and reflective justification sheets. Quantitative data were analysed using descriptive statistics and a paired-samples t-test, while qualitative data were examined thematically. Students’ mean academic reading score increased from 61.45 to 81.32, with a statistically significant difference between the pretest and posttest scores, t(21) = 9.42, p < .001. The most substantial improvements occurred in coherence evaluation and inferential reasoning. Questionnaire, observational, and interaction-log data also indicated positive student perceptions and progressively greater engagement in inferential questioning, textual justification, argument evaluation, and reflective revision. These findings suggest that structured AI-supported PBL may help shift students’ use of AI from answer seeking toward evidence-based academic inquiry. Nevertheless, the small single-institution sample, absence of a comparison group, and lack of direct cognitive-load measurement require the findings to be interpreted as preliminary.
AN EXPLORATION OF READING HABITS AND PRACTICES AMONG ENGLISH EDUCATION STUDENTS AT UNIVERSITAS GRAHA NUSANTARA Yuswin Harputra; Yulia Rizki Ramadhani
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 2 No 2 (2024): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v2i2.696

Abstract

Reading literacy among students entering higher education in Indonesia remains a significant concern, particularly among English Education students who are expected to engage actively with English-medium academic texts. This study aims to describe (1) students’ purposes for reading, (2) the strategies they employ when encountering reading difficulties, and (3) their reading habits in both academic and non-academic contexts at the English Education Study Program of Universitas Graha Nusantara. The participants of this study were 60 English Education students. Data were collected through questionnaires and semi-structured interviews. The quantitative data were analysed descriptively, while the qualitative data were analysed thematically. The findings indicate that students primarily read for educational purposes and are predominantly driven by extrinsic motivation. When encountering reading difficulties, students tend to rely more on peers than lecturers for assistance. Furthermore, students demonstrate relatively low levels of academic reading frequency compared with their engagement in non-academic reading activities. These findings highlight the importance of strengthening a disciplinary reading culture in English Education through greater lecturer involvement, structured reading support, and strategies that encourage students’ sustained engagement with academic texts.
EXAMINING THE RELATIONSHIP BETWEEN DIGITAL LITERACY AND READING COMPREHENSION AMONG EFL STUDENTS AT UNIVERSITAS GRAHA NUSANTARA Yuswin Harputra; Yulia Rizki Ramadhani
ETANIC Journal Of English Language Teaching And Applied Linguistics Vol 3 No 2 (2025): August
Publisher : Yayasan Kajian Riset dan Pengembangan RADISI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55266/journaletanic.v3i2.697

Abstract

Reading comprehension is an essential component of foreign language learning in higher education, while students' increasing use of digital information sources requires adequate digital literacy. However, empirical evidence concerning the relationship between digital literacy and reading comprehension among English Education students remains limited, particularly in higher education institutions outside Java. This study aims to examine the relationship between digital literacy and reading comprehension among English as a Foreign Language (EFL) students in the English Education Study Program at Universitas Graha Nusantara. This study employed a quantitative correlational design using total sampling, involving all 15 fifth-semester students enrolled in the 2025/2026 academic year. Data were collected using a digital literacy questionnaire adapted from the DIGCOMP framework (Ferrari, 2013), covering five competence areas, and a multiple-choice reading comprehension test based on the reading comprehension aspects proposed by Brown and Abeywickrama (2018). The data were analysed using the Pearson Product-Moment correlation coefficient with the assistance of SPSS version 26.0 for Windows. The results showed a correlation coefficient of 0.639 with a significance value of 0.010 (p < 0.05). The correlation was statistically significant, indicating a positive relationship between students' digital literacy and reading comprehension. These findings suggest that higher levels of digital literacy were associated with better reading comprehension among the participants. The study recommends the integration of appropriate digital learning resources into reading instruction to support the development of both digital literacy and reading comprehension skills.
Co-Authors Abdul Rahman Suleman Azhar Harahap Azwar Ananda Bismar Sibuea Elissa Evawani Tambunan Elissa Evawani Tambunan Elissa Evawani Tambunan Harahap, Adek Nilasari Harahap, Tinur Rahmawati Hasibuan, Masnilam Hutapea, Mutiara Cindy Tesalonika Jamaris Jamaris Kasmawati Lubis, Fitri Romaito Meidipa, Lisa Fitri Muhammad Noor Hasan Siregar Muhammad Noor Hasan Siregar Muhammad Syahril Harahap Nurdalilah Nurhizrah Gistituati Nursaima Harahap Ramadhani, Yulia Rizki Rusdinal Rusdinal Solfema Suleman, Abdul Rahman Yulia Rizki Ramadhani Yulia Rizki Ramadhani Yusra Fadhillah Yuswin Harputra