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All Journal Voices of English Language Education Society PROJECT (Professional Journal of English Education)
Syaadiah Arifin
Universitas Muhammadiyah Prof. Dr. Hamka
Languange, Linguistic, Communication & Media

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Using Journal Entries and Assigned Writing to Promote Students’ Critical Thinking Syaadiah Arifin; Hamzah Fuadi Ilyas; Maula Sukmawidjaya
VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles journal.v4i1.2020

Abstract

This research aims to determine the ability of journal entries and assigned writing to foster students’ critical thinking. A total of six components, namely, interpretation, analysis, evaluation, inference, explanation, and self-regulation were used to carry out this study. Data were obtained from a total of twelve (12) students majoring in English Education from one of the universities in Jakarta by using semi-structured interview and text-analysis. Journal entries submitted by the students as a course prerequisite were evaluated and analyzed by two raters. The result showed that many students lack important critical thinking skills required for a successful study, and to acquire good employment after graduating from college. In addition, the use of journal entries and assigned writing has the ability to promote this skill level to varying degrees.
Enhancing EFL Academic Writing Through Video-Based Summarization Tasks: Evidence From Non-English Major Undergraduates Syaadiah Arifin; Risna Saswati
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

Academic summary writing remains a demanding skill for many non-English-major students because it requires learners to understand source content, identify main ideas, organize information, and reformulate meaning in a coherent written form. This study investigated the use of video-based summarization tasks to enhance academic summary writing among Indonesian EFL undergraduates from non-English departments. Employing a quasi-experimental mixed-methods design, the study involved 50 second-semester students from the Faculty of Social and Political Sciences at an Indonesian university. The students were divided into an experimental group, which completed video-based summarization tasks, and a control group, which completed text-based summarization tasks. Students’ summaries were assessed using an analytic rubric covering coherence, paragraph organization, lexical resource, grammatical accuracy, and task fulfilment. The findings showed that the experimental group achieved greater improvement than the control group in coherence, paragraph organization, lexical resource, and task fulfilment, while grammatical accuracy did not improve significantly. Questionnaire and interview data further indicated that video-based tasks increased students’ motivation, vocabulary development, structural awareness, and writing confidence. These findings suggest that story-based video materials can provide useful contextual and emotional support for EFL learners in academic summary writing.
Co-Authors Hamzah Fuadi Ilyas Maula Sukmawidjaya Risna Saswati