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All Journal English and Literature Journal CaLLs : Journal of Culture, Arts, Literature, and Linguistics Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Ilmiah Lingua Idea Jurnal Kreativitas PKM Edumaspul: Jurnal Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Journal Albion : Journal of English Literature, Language, and Culture Dialectical Literature and Education Journal Inspiring: English Education Journal Metafora: Jurnal Pembelajaran Bahasa Dan Sastra The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) Academic Journal Perspective : Education, Language, and Literature Adjektiva: Educational Languages and Literature Studies Alinea: Jurnal Bahasa, Sastra, dan Pengajaran Tamaddun JELTEC: Journal of English Language Teaching, Literature and Culture Studies in English Language and Education Indonesian Journal of Contemporary Multidisciplinary Research Metonimia: Jurnal Sastra dan Pendidikan Kesusastraan Jurnal Abdimas Maduma ASIAN: Indonesian Journal of Learning Development and Innovation MARAS : Jurnal Penelitian Multidisplin E-CLUE Journal of English Culture, Language, Literature and Education EDUJ : English Education Journal Multidisciplinary Indonesian Center Journal JUKEMAS : Jurnal Pengabdian Kepada Masyarakat Rainbow : Journal of Literature, Linguistics and Culture Studies
Muhammad Ilham Ali
Universitas Negeri Manado
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : Studies in English Language and Education

 1 
Authentic assessment in higher education to increase critical thinking and develop metacognitive awareness Oroh, Elisabeth Suzka; Ali, Muhammad Ilham; Pelenkahu, Noldy; Usman, Herlina; Rorintulus, Olga Anneke
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 | DOI: 10.24815/siele.v12i2.45077

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 Indonesian students majoring in English and 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, authentic assessment significantly enhances students 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 Pelenkahu, Noldy; Ali, Muhammad Ilham; Tatipang, Devilito Prasetyo; Wuntu, Ceisy Nita; Rorintulus, Olga Anneke
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 Agustine Clara Mamentu Ceisy Nita Wuntu Devilito Prasetyo Tatipang Diane M. Tengker Elisabeth Z Oroh Ferly Christian Kolinug Fince L. Sambeka Fivy Andries Frimy Anisa Lestari Herminus Efrando Pabur Husain, Sabrina Wardatul Jannah Ismail Ismail Ismail Ismail Jannah, Sabrina Wardhatul Jenie Posumah Katili, Yayu Anggrani H. Maissy J. Manuas Noldy Pelenkahu Nur Husnil Khatimah Olga Rorintulus Purba, Pebisitona Mesajaya Purnama Rika Perdana Riandry Fadilah Nasution Sabrina Wardatul Jannah Husain Santje Iroth Simanjuntak, Rutmintauli Sri Hariati Mustari Supriyanto Usman, Herlina Yayu Anggraini H. Katili