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All Journal Klasikal: Journal of Education, Language Teaching and Science 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 Mathematics Other

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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.
BEYOND DECODING: INVESTIGATING THE IMPACT OF CRITICAL LITERACY APPROACH ON EFL LEARNERS’ READING SKILLS Ruing, Fentry Hernaningsi; Jabu, Baso; Baa, Sultan
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1587

Abstract

This study investigates the impact of the Critical Literacy Approach (CLA) on the development of critical reading skills among EFL university students. The study was motivated by the persistent challenge that many reading classrooms in Indonesia remain focused on surface-level comprehension rather than fostering critical engagement with texts. Employing a qualitative case study design, this study involved 15 undergraduate students from three different universities in Makassar, Indonesia. Data were collected through classroom observations and semi-structured interviews, then analyzed using thematic coding. Findings revealed that the implementation of CLA fostered students' critical reading achievement across six core domains: textual analysis, evaluation, contextual awareness, critical response, reflective insight, and intertextual thinking. Students demonstrated improved abilities to identify arguments, reflect on moral values, and make intertextual and real-world connections. However, variation in engagement levels indicates that some students still lack confidence and critical voice, particularly in articulating reasoned responses or understanding socio-political contexts. These findings suggest that while CLA has strong potential to deepen comprehension and promote transformative learning, its success depends on consistent pedagogical support, dialogic instruction, and contextually relevant content. The study is limited by its scope, focusing only on a small sample from Makassar. Further research is needed across diverse regions in Indonesia to generalize the findings and enhance the development of critical literacy nationwide. This study contributes to the field by offering an empirically grounded, student-centered framework for evaluating critical reading growth, highlighting the practical value of CLA in EFL contexts.
Co-Authors Baa, Sultan Baso Jabu, Baso Dwi Rezki Hardianto Putra Rustan Geminastiti Sakkir Hading, Eka Fatmawati