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All Journal PREMISE: Journal of English Education and Applied Linguistics Jurnal Arbitrer
Juansyah, Mardi
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Education Languange, Linguistic, Communication & Media Social Sciences

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ENHANCEMENT OF STUDENTS’ CRITICAL THINKING SKILL AND WRITING ACHIEVEMENT THROUGH GUIDED-INQUIRY LEARNING Juansyah, Mardi; Arono, Arono; Yunita, Wisma
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.9888

Abstract

While many studies have explored the enhancement of critical thinking skills through inquiry and guided inquiry learning models, there is no research specifically examining the impact of the guided inquiry learning model on both critical thinking and writing achievement in the EFL context. This study aimed to examine the potential of the Guided Inquiry Learning model to enhance critical thinking skills and English writing achievement. This study was quasi-experimental research with a pretest-posttest control group design. A cluster random sampling technique was used to get two groups of samples. One experimental group was taught by guided inquiry learning, and one control group was taught without guided inquiry learning. The data were collected through six-item essay tests to measure students' critical thinking skills and writing tests to measure students' writing achievement. Those data were analyzed descriptively and inferentially. The prerequisite test of normality and homogeneity preceded the analysis of the t-test. The results of data analysis showed: 1) there is an increased score for students' critical thinking skills and writing achievement in each group, and 2) there is a significant difference in students' critical thinking skills (with sig. value of 0.000) and students' writing achievement (with sig. value of 0.005) after the implementation of guided inquiry learning model. The findings of this research highlight the significance of incorporating the GIL model into EFL instruction to equip students' writing achievement and critical thinking skills.
Book Review Papers in Language Related Journals: How Authors Evaluate and Promote the Books Under Review Juansyah, Mardi; Arsyad, Safnil; Whardana, Dian Eka Chandra; Annur, Yusri Fajri
Jurnal Arbitrer Vol. 12 No. 3 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.3.289-303.2025

Abstract

Writing a research article for a reputable journal is not easy especially for new authors or postgraduate students in social sciences and humanities including language related fields but they can write and publish a book review paper (henceforth BRP) in a high impact journal to practice writing in English at an advanced level. This study is aimed at analyzing the discourse structure and argument style of BRPs in language related fields published in high impact journals. Sixty BRPs were chosen from six different journals published in several countries analyzed in this research. The four move BRP discourse pattern model as suggested by Bezerra (2001) was used in this study. The results show that, in terms of the appearance of moves: Move 1 or introducing the book and Move 4 or addressing a final idea about the book are categorized as conventional while Move 2 or outlining the book content and Move 3 or examining the book are obligatory. However, only one step (Move 2-Step B or highlighting the topic of the book) out of 16 steps in all moves is obligatory; 7 steps are classified as conventional and the other 8 are optional. In other words, in each move, there is at least one obligatory or conventional step. This implies that only a half or 50% of the steps are obligatory or conventional while the other half are optional. The optional steps are possibly used by the BRP authors to provide additional important information about the book being reviewed to attract readers to read and/or own the book.
Co-Authors Annur, Yusri Fajri Arono Arono arsyad, safnil Whardana, Dian Eka Chandra Wisma Yunita