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All Journal Jurnal Pendidikan Bahasa Inggris Celt: A Journal of Culture, English Language Teaching & Literature Syntax Literate: Jurnal Ilmiah Indonesia International Journal of Communication and Society Jurnal Pendidikan dan Kebudayaan JoTELL: Journal of Teaching English, Linguistics, and Literature Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education E-CLUE Journal of English Culture, Language, Literature and Education
Noldy Pelenkahu
Universitas Negeri Manado
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Effectiveness of Differentiated Learning Approach within PBL Model to Improve Students Critical Thinking Skills Agusmaliani Agusmaliani; Noldy Pelenkahu; Elisabeth Z. Oroh
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (2025): E CLUE: Journal of English Culture Language Literature and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i1.8236

Abstract

This study aims to determine the effectiveness of the Differentiated Learning Approach within the Problem Based Learning PBL model in improving students critical thinking skills in English particularly on the topic of analytical exposition text among grade XI students of SMA Negeri 2 Tondano This study employed a quantitative method using a quasi experimental design of the Non Equivalent Group Design type The sample consisted of class XI A as the experimental group and XI B as the control group each with 20 students selected through random sampling Data collection techniques included pre test post test observations and documentation Data were analyzed using the t test to examine the effect off Differentiated Learning approach within PBL to students Critical Thinking The results revealed a significant difference between the experimental and control classes Students in the experimental group who received instruction using the Differentiated Learning Approach within the PBL model showed notable improvement The average pre test score in learning achievement increased from from 58 45 to 83 20 The t test showed a significance value of 0 000 lt; 0 05 These findings demonstrate that the Differentiated Learning Approach within the Problem Based Learning model is effective in enhancing students critical thinking skills particularly in learning English analytical exposition texts < p>
Evaluation of English Learning Based on E Learning as Media in SMA Negeri 1 Kawangkoan Noldy Pelenkahu; Tini Mogea; Triesye A. Laloan
Journal of English Language Teaching, Literature and Culture Vol. 1 No. 2 (2022): JELTEC: Journal of English Language Teaching Literature and Culture
Publisher : English Education Postgraduate Program, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jeltec.v1i2.6271

Abstract

Global demands require the world of education to always and constantly adapt technological developments to efforts to improve the quality of education The use of online learning or e learning as a learning media helps to improve the quality of education Although in practice there are advantages and disadvantages to implementing e learning in learning The aim of this study was to evaluate English learning based on e learning as media in SMA N 1 Kawangkoan Uneven internet access is a fundamental problem faced in the implementation of e learning As stated by Mutia amp; Leonard 2013 that to get an effective e learning process students and teachers must have good devices and internet access Furthermore the application of e learning can result in the interaction between students and teachers being not warm The use of electronic media in this case social media made a distance in communication between students and teachers And teachers found a cultural scrape in the way students communicate with teachers in inappropriate language such as communicating with peers Not pay attention to the time in contact with the teacher and students unknow the teacher who has taught < em>< p>
Authentic Assessment in Higher Education to Increase Critical Thinking and Develop Metacognitive Awareness Muhammad Ilham Ali; Noldy - Pelenkahu; Herlina - Usman; Olga Anneke Rorintulus
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study highlights the effectiveness of authentic assessment in evaluating higher-order cognitive competencies, including problem-solving, reasoning, analytical thinking, creativity, and the development of metacognitive awareness. Through authentic assessment, students can apply their knowledge and skills in real-world contexts by constructing responses based on critical analysis, identifying cause-and-effect relationships with supporting evidence, and solving problems through logical reasoning. The research employed a descriptive qualitative analysis method, utilizing tests, surveys, and document analysis as instruments. The study involved 40 fifth-semester students from the English Education Department enrolled in an Advanced Writing course. Authentic assessment was implemented in the context of expository writing, specifically problem-solution essays, with a focus on (1) formulating relevant and critical issues and arguments, (2) establishing clear and logical connections between ideas, and (3) presenting multiple solutions supported by sound reasoning. The findings indicate that students' average performance in writing expository texts reached a score of 78, classified as high or good. Given its advantages, authentic assessment is strongly recommended in teaching and learning. It offers several benefits, including (a) promoting students creative and critical thinking abilities, (b) enabling them to construct meaningful learning experiences by selecting and organizing relevant responses through situational analysis, and (c) integrating instructional, learning, and assessment activities. Furthermore, for students, authentic assessment significantly enhances academic writing proficiency and productivity, equipping them with essential skills for handling more complex tasks in real-world contexts.
Metacognitive strategies and critical thinking in elevating EFL argumentative writing proficiency: Practical insights Noldy Pelenkahu; Muhammad Ilham Ali; Devilito Prasetyo Tatipang; Ceisy Nita Wuntu; Olga Anneke Rorintulus
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35832

Abstract

This study utilized Kemmis et al.s (2014) action research paradigm. It implemented a two-cycle action study within a single semester, encompassing four stages of learning tasks: comprehension of the problem, monitoring of students learning activities, problem-solving, assessment, and concluding. Every cycle offered learning activities that focused on metacognitive and critical thinking to refine students ability to write persuasive arguments. During the previous cycle, the students showed strong skills in stating their goals and identifying their planned actions. They used different approaches to pinpoint a key topic for their writing and monitor their progress by effectively managing their available time. The investigation found that integrating metacognitive and crucial thinking processes into instructional methods improved students argumentative writing skills, starting with critical skill requirements. Integrating metacognition into writing training is vital for enhancing writing skills at the college level. This study made a special effort to guarantee that each stage was attentively examined and received constructive recommendations for enhancement before going to further steps. However, it is important to acknowledge limitations. The study did not assess the long-term retention of enhanced writing skills, and the sample size may limit generalization. Additionally, while metacognition and critical thinking were beneficial, other factors influencing writing skills were not extensively explored. Future research could address these aspects for a more comprehensive understanding of sustained skill development.
Co-Authors Agif Estian Sengang Agusmaliani Agusmaliani Agusmaliani, Agusmaliani Alloysius Rettob Alloysius Rettob Anggelia Natalsya Emor Bambulu, Dewi Oktaviani Ceisy Nita Wuntu Chrisanto Pontoan Christy Saerang Claudia Nivita Ante Devilito Prasetyo Tatipang Elisabeth Z Oroh Elizabeth Zuska Oroh Ering, Stevanny C. Fitri G. Harun Fridolin J. P Kukus Gabrilia M. Paath Herlina - Usman Hiyashinta Ampasenan Klise I Kadek Andi Putra Ignatius Javier C. Tuerah Inka Permatasari Girsang Intan Sigiro Jean Motoh Jenie Posumah joykson haronis Kalepu, Rosliana Kurnia Angel Pinontoan Livianni Lambe Maikel Sanger Matei, Agneria Meity Muntuuntu Misgter Gidion Maru Mokodompis, Daniel Mongkaren, Steve Muhammad Ilham Ali Nadzly W. Didipu najoan, sweetly Natalia Sembel Nelwan, Silvana Mariana Nihta Vera Frelly Liando Nurmin Samola Olga Rorintulus Paath, Gabrilia M. Paula L Hampp Pilendatu, Noflin Rawung, Meivi Theresya Reina Saleh Reivi Soreh Ridel Rio Rambembuoch Rinny Rorimpandey Rivaldo Wales Roland Mandagi Sanerita T. Olii Sarah Kamagi Sigiro, Intan Siwy, Harlisa Tamowangkay, Fransisca Priskila Tesalonika Gloria Wuisan Theresia Tesalonika Polii Tini Mogea Tirza A Kumayas Triesye A. Laloan VERONIKA NAVA WAROKKA Walangitan, Estrelita Kristina Wijaya, Oey Wuon, Jilia Yofri Karisi