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All Journal ELS Journal on Interdisciplinary Studies in Humanities Wiralodra English Journal (WEJ) RETAIN (RESEARCH ON ENGLISH LANGUAGE TEACHING IN INDONESIA)
Iswati, Henny Dwi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading Iswati, Henny Dwi; Purwati, Oikurema
ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 4 (2022): December
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.785 KB) | DOI: 10.34050/elsjish.v5i4.24826

Abstract

To effectively satisfy the 21st century learning capabilities, students' critical thinking abilities must be improved, especially in higher education. When learning to read, this can be performed. In this instance, the students should employ their critical reading strategies. students can employ critical reading practices to develop their critical thinking abilities. In this study, an argumentative text was chosen since students in higher education should be able to write scientific papers like theses and journal articles. This study aims to apply the Guided Discovery Learning method in critical reading classes using argumentative texts. This research was conducted on third semester students of the English Education study program, Surabaya State University. Data collection was obtained through observation, tests, and questionnaires. The results of the study show that the reading of argumentation texts becomes more in-depth and critical after the Guided Discovery Learning method is applied. This increase is partly due to the existence of elements of experience and concrete situations that make it easier for students to understand problems and make decisions in a comprehensive manner. Keywords: Critical Thinking, Guided Discovery Learning, Argumentative text.
Ted-Ed Animated Videos’ Impact on Vocabulary Gain of Indonesian EFL Middle Schoolers Kirana, Laksita Indah; Iswati, Henny Dwi
RETAIN : Journal of Research in English Language Teaching Vol. 11 No. 03 (2023)
Publisher : Universitas Negeri Surabaya

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Abstract

Vocabulary is one of the essential components of language learning and a primary key for effective communication in foreign language learning. Nowadays, audiovisual content has been well-known for enhancing students’ English skills. Previous studies primarily investigated the effect of audiovisual material on students’ speaking or listening skills development for high schoolers and college students. Subsequently, this study examined the impact of integrating visual-auditory material on Indonesian EFL middle schoolers’ vocabulary acquisition using TED-Ed animation videos, which were conducted with a quantitative approach and applied a one-group pretest-posttest design. The participants involved in this study were 24 students in the 8th grade at a private middle school in Surabaya that were treated with TED-Ed videos assessing their vocabulary knowledge. The videos applied for the treatment process have been filtered to relate to the personal recount text chapter in the 2013 curriculum and adjusted for eighth graders. This study found a significant improvement in students’ vocabulary acquisition, with a t-test result of 8.60 (≥ t table: 2.06). Overall, the posttest scores were higher than the pretest, indicating a positive impact on vocabulary learning. Furthermore, based on the findings, the researchers concluded that TED-Ed is a beneficial platform for enhancing EFL students’ learning.
A QUALITATIVE EXPLORATION OF STUDENTS USE OF HUMATA.AI TO UNDERSTAND THESIS LITERATURE: A COGNITIVE LOAD PERSPECTIVE Putri, Firdhana Rafindya; Iswati, Henny Dwi
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.471

Abstract

This qualitative study explores how Humata.ai, an AI summarization tool, helps final-year English Education students understand thesis literature from a Cognitive Load Theory (CLT) perspective. The study involved 10 final-year students from a university in Surabaya who used Humata.ai in their literature review process. Data were collected through semi-structured interviews and analyzed thematically using a theory-based approach. Findings indicate that Humata.ai helps alleviate extraneous cognitive load by simplifying complex academic texts, filtering out irrelevant information, and improving time efficiency. It also supports extraneous cognitive load by fostering critical thinking and encouraging strategic reading. However, students reported challenges such as technical issues, over-reliance, and occasional inaccuracies in summaries. These results suggest that while Humata.ai can serve as an aid in understanding thesis literature, its use must be supported by ethical and strategic use to maintain students' analytical skills. This study contributes to the growing discussion on AI-assisted learning and cognitive load management in higher education and recommends further research across disciplines and tools to explore the broader implications of AI pedagogy.
Co-Authors Kirana, Laksita Indah OIKUREMA PURWATI Putri, Firdhana Rafindya