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All Journal FOSTER: Journal of English Language Teaching Ethical Lingua: Journal of Language Teaching and Literature Glens: Global English Insights Journal
Ruing, Fentry Hernaningsi
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Humanities Education Languange, Linguistic, Communication & Media

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The Role of Critical Reading Skill in Enhancing The Academic Competence of Law Students in The Context of International Law Ruing, Fentry Hernaningsi; Jabu, Baso; Baa, Sultan; Sakkir, Geminastiti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 1 (2025): Volume 12 No 1 April 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.830

Abstract

Law students, especially those specializing in international law, encounter significant challenges regarding their critical reading abilities. Critical reading necessitates active engagement, compelling readers to think critically and employ various skills to identify key concepts, draw conclusions, make connections, anticipate purposes, analyze arguments, consider diverse perspectives, and evaluate ideas effectively. This research investigates the role of critical reading skills in enhancing the academic competence of law students within the context of international law. It employs a qualitative research design, utilizing case studies, interviews, and focus group discussions with fifth-semester students at the Faculty of Law, Muslim University of Indonesia. The findings reveal that critical reading skills significantly improve students' abilities to analyze complex legal texts, such as treaties and court decisions, by enabling them to identify key arguments, underlying biases, and contextual nuances. Structured frameworks, such as the SQ3R method and Legal Case-Based Reading (LCbR), are shown to foster deeper engagement with materials and facilitate the application of legal principles to real-world scenarios. Additionally, the study highlights the importance of exploring diverse perspectives, particularly those of marginalized groups, in enriching students' understanding of social and cultural implications. Ultimately, this research contributes to legal education reform by emphasizing the necessity of integrating critical reading skills into law curricula to better prepare students for the challenges of professional practice.
EFL Students' Perceptions on the Integration of AI in Fostering Critical Thinking Skills Hading, Eka Fatmawati; Rustan, Dwi Rezki Hardianto Putra; Ruing, Fentry Hernaningsi
GLENS: Global English Insights Journal Vol. 2 No. 1 (2024): GLENS, November 2024
Publisher : PT. Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/glens.v2i1.466

Abstract

A developing discussion over the effects of Artificial Intelligence (AI) on students' critical thinking skills has emerged with their introduction into the classroom. Even if AI can provide several advantages, some worries depending too much on these technologies could impede the growth of critical thinking abilities. This research aims to analyze how students perceive the influence of AI on their critical thinking abilities. This research is descriptive qualitative research that involves collecting data from direct interviews. The respondents are 15 (fifteen) students from the English Literature study program, Letter Faculty, Sawerigading University Makassar. The research found that students perceive the following impact of AI use on their critical thinking abilities: 1) Hindering the development of critical thinking skills. 2) Assisting in the retrieval of information, data analysis, and the resolution of everyday issues. 3) Causing dependence on technology. 4) Helping to evaluate the information quickly; 5) Exploring alternative ideas; and 6) Improving reasoning ability. Overall, we need to balance the use of AI while prioritizing students' critical thinking. It is important to encourage students to use AI responsibly and judiciously, while also emphasizing the importance of critically evaluating the information provided by AI systems.
The Implementation of the Communicative Approach in Teaching English: A Qualitative Study at British English School Makassar Syamsuddin, Syamsuddin; Ruing, Fentry Hernaningsi
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.400

Abstract

This study investigates the implementation of the communicative approach in teaching English at British English School Makassar, Indonesia. Unlike most existing studies on Communicative Language Teaching (CLT) in Indonesia, which predominantly examine formal secondary or higher education settings, this study offers a context-specific analysis of CLT practices within a private language school. Employing a qualitative research design, the study involved three English teachers and thirty students selected through purposive sampling. This study concludes that the communicative approach is pedagogically effective in enhancing students’ speaking and listening skills through communicative classroom practices that promote active participation and authentic language use. Teachers and students generally perceived the approach positively, reporting increased confidence and willingness to use English, although student engagement varied according to prior learning experiences and linguistic readiness. Nevertheless, the implementation of the communicative approach was shaped by contextual constraints, including large class sizes, limited access to authentic instructional resources, learners’ previous exposure to teacher-centered instruction, differing proficiency levels, affective barriers, and time limitations. This study contributes novel empirical evidence to the CLT literature by illuminating how communicative principles are adapted, negotiated, and constrained within a private language school in Makassar as an underrepresented context in Indonesian EFL research.
Co-Authors Baa, Sultan Baso Jabu, Baso Dwi Rezki Hardianto Putra Rustan Geminastiti Sakkir Hading, Eka Fatmawati Syamsuddin Syamsuddin