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All Journal Jurnal Pendidikan dan Pembelajaran Stairs: English Language Education Journal
Rika Andayani
Universitas Negeri Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Multimodal and Reflective Pedagogies in Enhancing EFL Academic Presentation Skills: A Case Study Rika Andayani; Hanip Pujiati; Imas Wahyu Agustina
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6916

Abstract

Academic presentation skills are crucial components of academic literacy in English as a Foreign Language (EFL) context, yet many students continue to experience challenges in delivering effective academic presentations. This study explores how EFL students’ academic presentation skills are enhanced through classroom-based instructional practices. Employing a qualitative case study design, the research was conducted in an undergraduate EFL classroom at English Education Study Program, Universitas Negeri Jakarta, Indonesia. Data were collected through classroom observations, students’ academic presentation videos, reflective journals, and semi-structured interviews. The data were analyzed thematically to identify patterns related to students’ skill enhancement over the course of the instructional process. The findings reveal that students’ academic presentation skills were enhanced through iterative presentation practice, explicit instruction on presentation structure and language use, and reflective activities that encouraged self-awareness and peer feedback. In addition, the integration of visual and verbal resources supported students’ confidence and clarity in presenting academic content. This study highlights the importance of pedagogically structured support and reflective learning in enhancing EFL students’ academic presentation skills. The findings offer practical insights for EFL lecturers seeking to design effective academic presentation instruction and contribute to the growing body of qualitative research on academic literacy development in higher education.
Cognitive Domain in Bahasa Inggris: Train of Thoughts Textbook: An Analysis of the Revised Bloom’s Taxonomy Nurul Aini; Rika Andayani; Suci Maharani
STAIRS: English Language Education Journal Vol. 7 No. 1 (2026): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.7.1.6

Abstract

The cognitive domain in reading activities is essential for enhancing students’ critical thinking abilities. This research used Bloom's Revised Taxonomy to analyze the cognitive process and knowledge dimension in the reading comprehension activities of the English textbook Bahasa Inggris: Train of Thoughts for twelfth graders. A content analysis method was employed in this research. The research tool was a Bloom's Revised Taxonomy checklist table that was modified from Anderson & Krathwohl (2001). The reading comprehension activities, comprising reading questions and reading instruction assignments, found in the twelfth-grade textbook Bahasa Inggris: Train of Thoughts, served as the research's data source. The study revealed that Lower-Order Thinking Skills (LOTS) occurred more frequently than Higher-Order Thinking Skills (HOTS), with 106 occurrences, or 75.2% of the total data. Furthermore, with 65 frequencies, or 46.1%, the understanding level is mainly used as a cognitive process.  This textbook also primarily used conceptual knowledge, with 93 frequencies, or 65.9%.  In summary, the knowledge dimension of this textbook relied on conceptual knowledge and the understanding level of the LOTS category as its cognitive process. As such, it is advised that teachers not rely solely on this textbook for instructional purposes and that they include teaching resources that apply the HOTS category.
Co-Authors Agustina, Imas Wahyu Hanip Pujiati Nurul Aini Suci Maharani