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All Journal PSYMPATHIC UAD TEFL International Conference Academia Open
Indah Fajar Wahyuni
Universiti Sains Malaysia
Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences

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The assessment of Indonesian EFL students' reading comprehension ability using Reading Evaluation and Decoding System (READS) Indah Fajar Wahyuni
UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v2.5766.2019

Abstract

This study focused on reading comprehension ability of the English Department students in answering READS, MCQ questions. READS is an alternative standardized assessment system that is capable of measuring reading comprehension ability. This is a descriptive study based on Barrett's Taxonomy levels, such as literal comprehension, reorganization, and inferential comprehension. This study consisted of 122 students of the English Department academic year 2015 through 2018 at one of the private universities in Yogyakarta, Indonesia. This study analysis utilized the three Barrett's taxonomy scales to identify whether the students were at meet the standard, below standard, above standard or at academic warning. Finding of the research indicated that 27.8 % students categorized into academic warning (Band 2 and 3), 46.7% students categorized into below standard (Band 4) and 25.5% students categorized into meet standard (Band 5). Consequently, READS as an alternative assessment will guide the teachers to design specific reading material based on students' needs.
The Role of Academic Self-Efficacy and Mindset on Academic Grit among Civil Engineering Students Purwani, Galuh Ridha; Muarifah, Alif; Wahyuni, Indah Fajar
Psympathic : Jurnal Ilmiah Psikologi Vol. 12 No. 1 (2025): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v12i1.35911

Abstract

This research aimed to empirically examine the role of academic self-efficacy and mindset on grit in civil engineering students. Grit is the persistence required by students in academic field to complete school, specifically at the stage of final project. A quantitative method was used with a correlational design to analyze 335 final year students of civil engineering program selected through proportional random sampling. Data analysis was carried out using Structural Equation Modeling-Partial Least Squares (SEM-PLS) method. The results showed that academic mindset and self-efficacy had a significant effect on grit with a contribution of 26.2%, while the remaining 73.8% was influenced by other factors. This research reported the importance of psychological factors, such as mindset and self-efficacy, in increasing' persistence to compete long-term academic tasks.
Exploring EFL Students Perceptions of Online Articles for Critical Reading: Persepsi Mahasiswa EFL terhadap Artikel Online dalam Membaca Kritis Ramadhini, Ninda Aulia; Wahyuni, Indah Fajar
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13186

Abstract

General Background: Critical reading has become an essential higher-order literacy skill in digital learning environments, where students must interpret, analyze, and evaluate diverse academic information. Specific Background: In EFL learning, online articles offer authentic digital materials that can help students understand main ideas, analyze arguments, and assess information credibility. Knowledge Gap: Although digital resources are widely accessible, students’ access to online articles does not automatically lead to deeper critical reading competence, and studies focusing on students’ perceptions remain limited. Aims: This study analyzes EFL students’ perceptions of using online articles to develop critical reading skills. Results: Data from 31 undergraduate students using a 17-item four-point Likert questionnaire showed strong internal consistency, with Cronbach’s Alpha of 0.881. Descriptive findings indicated generally favorable perceptions, with mean scores ranging from 2.81 to 3.61 in the agree category. Students viewed online articles as useful for identifying central ideas, analyzing arguments, connecting texts with prior knowledge, and evaluating information reliability. However, some students still experienced difficulty explaining the deeper meaning of reading materials. Novelty: The study highlights the digital literacy paradox in EFL learning, showing that positive engagement with online articles coexists with challenges in reflective articulation and deeper interpretation. Implications: Online articles can be integrated as authentic learning resources, but they should be accompanied by guided questioning, reflective writing, and discussion-based activities to support deeper critical expression. Highlights• Digital texts helped learners identify main ideas and evaluate information.• Respondents showed strong agreement with scaffolded analytical activities.• Deeper explanation of textual meaning remained a key learner difficulty. KeywordsEFL Students; Online Articles; Critical Reading; Digital Literacy; Reflective Thinking
Co-Authors Alif Muarifah Purwani, Galuh Ridha Ramadhini, Ninda Aulia