Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of English for Academic and Specific Purposes (JEASP) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Retriansyah, Luthfi
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
From Engagement to Argument Quality: How PBL Develops Critical Reading in EFL/ESP Retriansyah, Luthfi; Yusuf, Munawwir; Subagya, Subagya
Journal of English for Academic and Specific Purposes (JEASP) Vol 8, No 2 (2025)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v8i2.38064

Abstract

Critical reading is increasingly essential in EFL/ESP higher education, yet many students still struggle to evaluate claims, evidence, and reasoning in disciplinary texts. Project-Based Learning (PBL) is frequently recommended to strengthen higher-order literacy; however, prior studies often report outcomes without clearly specifying how PBL produces gains in critical reading skills (CRS). This theory-driven systematic conceptual literature review synthesizes research to construct a mechanism-based explanation of the PBL→CRS relationship through engagement and argument quality, while identifying academic self-efficacy (ASE) as a plausible boundary condition. Using a PRISMA-informed Scopus-only search built from five keyword sets (PBL, critical reading, engagement, argumentation, and ASE), journal articles were screened with cluster-specific inclusion criteria and appraised for reporting transparency as a rigor check. Thirty studies were included and analyzed via qualitative content analysis and constant comparison across four evidence clusters (PBL-focused, engagement-focused, CRS/argumentation-focused, and ASE-focused). The synthesis indicates that PBL influences CRS by (a) activating multidimensional engagement (behavioral, cognitive, emotional, and agentic) through authentic inquiry, collaboration, and iterative task cycles, and (b) improving argument quality when projects embed explicit routines for claims–evidence–reasoning, critique, and text-based justification. ASE appears to strengthen these pathways by shaping persistence, strategy use, and willingness to engage in cognitively demanding argument work. The review contributes a provisional, testable program theory for argument-rich PBL in ESP/non-STEM contexts and outlines empirical directions (e.g., longitudinal designs, multilevel SEM, and cluster RCTs) to validate the proposed mechanisms.
The Effectiveness of KWL on Reading Expository Texts Across Reading Anxiety Levels Retriansyah, Luthfi; Ivone, Francisca Maria; Tresnadewi, Sintha
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 5, No. 3
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This quasi-experimental research tries to find out the effectiveness of KWL on student’s comprehension of expository text and also observe how effective KWL is on the reading comprehension of the students across reading anxiety level. It is found that the difference in reading comprehension between student taught by using KWL and those taught by using conventional way is significant, the reading activities offered by KWL steps were effective to facilitate students in enhancing their comprehension in reading, and thedifference between students with low reading anxiety and those with high reading anxiety taught by using KWL is significant as well.
Co-Authors Francisca Maria Ivone Sintha Tresnadewi Subagya Subagya, Subagya Yusuf, Munawwir