Article Per Year (5 Year)
p-Index From 2021 - 2026
1.286
P-Index
This Author published in this journals
All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Jurnal Pendidikan dan Pembelajaran English Language Education Journal
Yulian Juita Ekalia
Universitas Katolik Indonesia Santu Paulus Ruteng
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 6 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 6 Documents
Search

 1 
Critical Thinking Skills and Argumentative Writing Ability:Is there any Correlation? Yulian Juita Ekalia; Fransiskus Jemadi; Indra Susanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.5108

Abstract

This study explores the relationship between critical thinking skills and argumentative writing ability among eleventh-grade students at SMAK Fransiskus Xaverius Ruteng. In the Indonesian educational context, students often face challenges in producing well-structured and logically supported arguments, partly due to limited emphasis on critical thinking in traditional teaching methods. Argumentative writing requires not only language proficiency but also the ability to analyze, evaluate, and synthesize information. This research aims to determine whether a significant correlation exists between these two essential academic competencies. The study employed a quantitative correlational research design involving 30 students from the Language Program. Critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA), while argumentative writing ability was assessed through a standardized writing test evaluated by a rubric. Data analysis using Pearson’s Product-Moment Correlation and SPSS Version 25 revealed a very strong positive correlation (r = 0.813) between critical thinking and argumentative writing. The coefficient of determination (R² = 0.661) indicated that 66.1% of the variance in writing performance can be attributed to critical thinking abilities, while the remaining 33.9% is influenced by other factors such as language proficiency and prior writing experience. The findings confirm a significant positive correlation between critical thinking and argumentative writing, supporting the integration of critical thinking strategies into writing instruction. Students with higher critical thinking scores generally produced more coherent, logical, and persuasive texts. The study suggests that educators should incorporate techniques such as argument mapping, debates, and peer review sessions to enhance both cognitive and linguistic development.
The Thinking Questions in English Textbooks for Students: A Content Analysis Fransiskus Jemadi; Yulian Juita Ekalia; Skolastika Neldis; Mariani Mawasari Nadur
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i1.64288

Abstract

Abstract. The reading comprehension question level in textbook is crucial because it provides teachers with a base on what to use in the teaching learning process. This study is concerned with evaluating and contrasting the distribution of question levels in reading comprehensions in two EFL textbooks used in Indonesian secondary schools: English for Nusantara for grade VI (hereinafter referred to textbook 1) and When English Rings A Bell for grade VI (hereinafter referred to textbook 2). Both were published by the Ministry of Education and Culture of the Republic of Indonesia, although for different curriculums. This study focused on assessing Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) in reading passages using the revised Bloom's taxonomy. This study was designed using the descriptive qualitative approach and data was collected using a checklist table. The data were collected and evaluated to determine the percentages and frequencies associated with each level of thinking skills for the questions. The results showed that in both textbooks, LOTS were more prevalent than HOTS. In textbook 1, the percentage of LOTS is 79%, and in textbook 2, the percentage is 84%, whereas the percentage of HOTS is 21% in textbook 1 and 16% in textbook 2. Furthermore, memorizing (C1) is the most common question in both textbooks, accounting for 62% in textbook 1 and 78% in textbook 2. The findings highlight the need for curriculum developers and educators to reevaluate the complexity and cognitive demands of reading comprehension questions in English textbooks. By fostering higher-order thinking skills through more challenging and diverse questions, students can better prepare for real-world language use and critical analysis. As results, this study underlines the importance of aligning educational materials with the goals of developing students' critical thinking and problem-solving abilities, which are essential for their academic and future professional success.Keywords: Thinking questions, coursebook evalaution, reading questions
Translation Techniques Utilized by the EFL Students in Translating Short Narrative Text Yulian Juita Ekalia; Maria Olga Jelimun
English Language Education Journal (ELEJ) Vol. 1 No. 1 (2022): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v1i1.1585

Abstract

Translation takes a significant role in obtaining certain information from a foreign language. Besides, translation is not an easy thing to be done due to each translator will face some problems in translating a text. The problems can be dealt with the culture and language components for instance grammar and vocabulary in translating the source text into the target language. The use of translation techniques is one of the solutions to all of the challenges described above. The objective of this study is to find out the techniques utilized by EFL Students in translating short narrative text from English into Indonesia. The research utilized descriptive qualitative method using a content analysis approach. The data was then gathered by having students translate a narrative text from the book "tales to grow," which was developed from Hans Christian Andersen's stories. The result of this data analysis shows that the translation of narrative text entitled “Ugly Duckling” from English into Bahasa Indonesia carried out by the EFL Students utilizes nine translation techniques. They are translation, discursive creation, generalization, modulation, linguistic compression, adaptation, borrowing, established equivalence, and amplification.
Exploring the Language Features in Narrative Text Used by Secondary School Students Yulian Juita Ekalia; Fransiskus Jemadi; Oktaviana Maya Hayati
English Language Education Journal (ELEJ) Vol. 2 No. 2 (2023): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v2i2.1595

Abstract

This study aims to find out what kinds of language features secondary school students utilized to write narrative texts throughout the 2022–2023 school year is the goal of this research. The seven categories of language features were the main focus. This study employed a descriptive qualitative methodology. The data was taken from narrative data that first-graders at SMAN 1 Purang wrote during the 2022–2023 school year. According to the findings, first-grade social program students employed a wide range of language features in their narrative texts. They were action verbs, linking verbs, speaking verbs, adverbs, noun phrases, and connectives in the simple past tense. Among the seven categories, noun phrases accounted for the most data (138 total). Connectives came in second place with 48 data, followed by adverbs with 28 data, simple past tense with 64 data, action verbs with 21 data, linking verbs with 30 data, and saying verbs with 31 data. The researchers have discovered 360 instances of language features.
Exploring the Pedagogical Efficacy of TikTok Application in Enhancing English Vocabulary: Insights From EFL Students Fransiskus Jemadi; Yulian Juita Ekalia
English Language Education Journal (ELEJ) Vol. 3 No. 1 (2024): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v3i1.1614

Abstract

The objective underpinned the present study is to explore students’ perception of the pedagogical efficacy of the TikTok application in enhancing their vocabulary. This study applied a survey method to gather students’ perceptions using a questionnaire to measure their pedagogical efficacy of TikTok in enhancing vocabulary. The participants (N=109) were English study program students at a private university, in Eastern Indonesia. The results of the study are as follows. TikTok's greatest perceived benefit in language learning is its ability to improve vocabulary, with 50% agreeing. However, an equal proportion of students disagreed, demonstrating a disparity in students' experiences and opinions. While 59% of students believe TikTok is less effective at illustrating how vocabulary is used in real-life circumstances and 58% of students disagree that re-watching TikTok videos is an effective learning approach. Despite TikTok's reputation as an entertaining site, 58% of students disputed that it is fun and pleasing for learning, indicating a gap between entertainment and education value and 58% of students disagree that TikTok helps with memorization. Henceforth, while TikTok may provide certain benefits, such as vocabulary enhancement, students have serious doubts about its overall effectiveness as a language learning tool.
THE EFFECTIVENESS OF CRITICAL DISCOURSE ANALYSIS IN ENHANCING THE ARGUMENTATIVE WRITING SKILLS Albetia Sinu; Yulian Juita Ekalia; Ely Heldydiana Selamat
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/59rhtr14

Abstract

  This study aimed to test the effectiveness of the Critical Discourse Analysis (CDA) approach in enhancing the argumentative writing skills. It focused on addressing the challenges vocational students face in constructing critical and logical arguments within English language learning. The researcher employed   two groups of 40 students and saw how they participated in argumentative writing lessons delivered through Fairclough’s three-dimensional model. To measure the impact of the teaching method, the researcher used a pretest-posttest design. Before the instruction began, the researcher assessed the students’ writing knowledge and then the writers evaluated their progress after the lesson. The collected data were analysis using t-test to determine the statistical significance of the intervention. The findings indicated that the Critical Discourse Analysis (CDA) approach is effective in enhancing students’ argumentative writing skills.  This is supported by the t-test results, which yielded a significance value of 0.000, falling below the 0.05 significance threshold. Therefore, the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. The findings demonstrate that the Critical Discourse Analysis (CDA) framework significantly enhances the coherence and critical depth of students' argumentative writing.
Co-Authors Albetia Sinu Ely Heldydiana Selamat Fransiskus Jemadi Indra Susanto Jelimun, Maria Olga Mariani Mawasari Nadur Oktaviana Maya Hayati Skolastika Neldis