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All Journal Script Journal: Journal of Linguistic and English Teaching EDUVELOP (Journal of English Education and Development) Indonesian Journal of English Language Teaching and Applied Linguistics Berumpun: international journal of social, politics and humanities Indonesian TESOL Journal Masyarakat Berdaya dan Inovasi Borneo Educational Journal (Borju) Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Inquest Journal ELite Journal: International Journal of Education, Language and Literature Jurnal Abdimas Mahakam Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
arbain arbain
(Scopus ID: 57209173392) Universitas Widya Gama Mahakam Samarinda
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Social Sciences Other

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Asynchronous Online Community Engagement for Developing Intensive Reading Skills Using a Prototype LMS and Adapted Literary Texts Dedi Rahman Nur; Arbain Arbain; Godefridus Bali Geroda; Hanita Hanita; Sukaena Sukaena; Akhmad Heriyadi; Indah Farma Pasaribu; Maria Goretti Adella Kornelia Yulianti Hiping; Yasmin Auliasari; Annisa Rohmah
Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um050v9i12026p56-64

Abstract

This community service initiative investigated the implementation of an asynchronous Learning Management System to enhance intensive reading abilities in English language learners. The platform, available at https://publicmodul.my.canva.site/checkreading1 , was developed as a prototype Learning Management System (LMS) to evaluate instructional viability, learner engagement, and the effectiveness of modular delivery in a flexible online setting. The program took place from January 2026 and was structured into six consecutive modules addressing skimming, scanning, primary concept identification, cohesiveness, inference, and tone analysis. Participants engaged in self-directed learning activities, contributed to asynchronous discussion forums, and assembled documentation of their progress via organized reading portfolios. The evaluation utilized LMS activity logs, task completion trends, and qualitative reflections submitted by participants during the training. The results indicate a progressive transformation in reading habits. Numerous learners seemed to diminish word-by-word processing and commenced utilizing more deliberate tactics, especially in skimming and scanning activities. Enhancements in cohesion awareness were also seen in subsequent entries. Inference and tone interpretation continued to be challenging, while portfolio entries suggest developing progress backed by textual rationale. The LMS operated dependably as a prototype for pilot use, although it exposed multiple opportunities for usability enhancement. The results suggest that an asynchronous, community-focused paradigm demonstrates potential for facilitating flexible reading development, while specific enhancements are necessary prior to broader implementation.
FROM CLICKING TO CORROBORATING: EPISTEMIC-LATERAL READING FOR EFL UNDERGRADUATES Dedi Rahman Nur; Dzul Rachman; Arbain
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 3 (2026): ELite Journal (Volume 6 Number 3, July 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n3.p92-102

Abstract

Participating in critical reading in digital environments requires more than careful analysis of a single text. University EFL students are increasingly confronted with claims circulated throughout search results, news outlets, social media, institutional websites, and a multitude of interconnected resources. This theoretical paper establishes a framework for Epistemic-Lateral Reading (ELR) within the context of English as a Foreign Language (EFL) in tertiary education. A focused conceptual synthesis was conducted, integrating studies on Civic Online Reasoning and lateral reading, the RESOLV framework for task-driven reading, internet-specific epistemic validation, multi-document literacy, and EFL source evaluation. The synthesis indicates that the reliability of the source and the accuracy of the claim should be seen as interrelated but distinct assessments. It also suggests that EFL readers may conflate language accessibility, content relevance, or polished presentation with evidential reliability. ELR systematically organises digital critical reading into six coherent operations: articulating the thesis and purpose, scrutinising provenance, evaluating source reliability beyond the initial page, corroborating assertions through external sources, reconciling inconsistencies while modulating confidence, and constructing a judgment supported by sources in English. The framework is proposed as a theoretical model rather than an evidence-based strategy. It offers pedagogical applications and substantiated theories for subsequent exploration. ELR may enable a shift in EFL teaching from a checklist-based assessment of sources to an emphasis on evidence networks, provenance, corroboration, and justified uncertainty, while still providing language support for complex digital reading.
Integration of Critical Thinking in “English for Change” Textbook for Grade XI: Content Analysis Anastasia Layu; Ariyanti Ariyanti; Abdul Rohman; Arbain Arbain
Inquest Journal Vol. 4 No. 1 (2025): November
Publisher : Wadah Inovasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53622/ij.v4i1.493

Abstract

This study aims to analyze the integration of Facione's Critical Thinking Framework in the textbook "English for Change" for grade XI of senior high school (SMA/MA). Using a qualitative descriptive content analysis approach, this study examines the frequency and distribution of six critical thinking aspects of Interpretation (INT), Analysis (ANL), Evaluation (EVA), Inference (INF), Explanation (EXP), and Self-Regulation (SRG) in learning materials and learning activities in five textbook units. Data were collected through systematic document analysis guided by Facione's (2015) operational indicators and validated by an expert in the field of English language teaching and critical thinking. The results showed that in Learning Materials, there were 145 occurrences with ANL dominating (44.8%), while EXP and SRG were almost absent (1.4 each), indicating significant imbalance. In Learning Activities, there were 334 occurrences with a much more even distribution across all aspects. These findings indicate that the “English for Change” textbook integrates critical thinking more comprehensively through activities than the learning materials, and the integration of CT in the Explanation and Self-Regulation dimensions in the materials still needs to be strengthened.
Co-Authors Abd. Rahman Zain Abd. Rahman Zain Abdul Rohman Akhmad Heriyadi Anastasia Layu Annisa Rohmah Ariyanti Candra Lesmana Dedi Rahman Nur Diana Hardiyanti Dimas Santoso Dzul Rachman Dzul Rachman, Dzul Fahmi Gunawan Farhan Alfarizsy Febiyani Febiyani Friedha Tiana Godefridus Bali Geroda Handoko Handoko Hanita Hanita Ibtisam Fairusy Alsendia Inayah Wulandari Indah Farma Pasaribu Isli Iriani Indiah Pane, Isli Iriani Khristianto Khristianto Maria Goretti Adella Kornelia Yulianti Hiping Merry Andriani Muhammad Aprianto Budie Nugroho Muhammad Yunus Anis Rinda Fitriana Sakut Anshori Saltanat A. Meiramova Sukaena Syarifah Nursya Fahsya Anggawi Trimar Keristiana Wulan Rahmatunisa Yasmin Auliasari