Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Onoma: Pendidikan, Bahasa, dan Sastra English Language in Focus (ELIF)
Alek Alek
Syarif Hidayatullah State Islamic University Jakarta
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Analysis of Teachers-Construct Reading Comprehension Revised Based on Taxonomy Bloom of English Textbook for Junior High School Lulu Farhan; Alek Alek; Farida Hamid
English Language in Focus (ELIF) Vol 6, No 1 (2023): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.6.1.9-18

Abstract

The purpose of this study was to examine the six upper levels of the cognitive domain of Bloom's revised taxonomy used in the textbook titled Bahasa Inggris SMP/MTS Grade 7 Second Semester, namely memory level (C1), comprehension level (C2), Applied Level (C3), Analytical Level (C4), Assessment Level (C5) and Creative Level (C6). Using descriptive qualitative methods and content analysis, this study examined questions in reading comprehension tasks to determine the extent to which reading comprehension questions emphasized higher thinking skills (HOTS) and lower thinking skills (LOTS). The focus of this study is the analysis of the 7th second semester of the Bahasa Inggris SMP/MTS class. The researchers collected and listed questions on the reading comprehension task, then calculated the percentage and frequency of each cognitive level in each individual book chapter and in all four book chapters.
Predicting Narrative Essay Writing Ability through Grammar Awareness and Critical Thinking Skills: Evidence from Indonesian EFL Vocational High School Students Aqila Thahira Sisfiamuhsha; Ismalianing Eviyuliwati; Alek Alek; Gelar Dwirahayu
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 12 No. 3 (2026): Penulis pada Edisi ini Terdiri dari Dua (2) Negara: Indonesia dan Turki
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/kgn7s725

Abstract

This exploratory study examined the relationships among grammar awareness, critical thinking skills, and narrative essay writing ability among Indonesian EFL vocational high school students. Using a quantitative correlational design, data were collected from 35 tenth-grade students in one intact class at a vocational high school in Tangerang, selected through purposive sampling, using a grammar awareness test, a critical thinking test, and a narrative essay writing task, all validated through expert judgment and empirical testing. Data were analyzed using Pearson Product-Moment Correlation and Multiple Linear Regression. The results indicated significant positive correlations between grammar awareness and narrative writing ability (r = .649, p < .01) and between critical thinking skills and narrative writing ability (r = .687, p < .01). Grammar awareness and critical thinking skills jointly predicted narrative essay writing ability, explaining 54% of the variance (R² = .540, Adjusted R² = .511), with critical thinking emerging as the stronger predictor (β = .458) compared to grammar awareness (β = .347). Given the limited sample drawn from a single intact class, these findings should be interpreted as exploratory evidence rather than a broad generalization. Nonetheless, the results suggest that effective narrative writing draws on both linguistic competence and higher-order thinking skills. Accordingly, EFL writing instruction at the vocational level may benefit from integrating grammar instruction with activities that foster critical thinking.
Co-Authors Aqila Thahira Sisfiamuhsha Farida Hamid Gelar Dwirahayu Ismalianing Eviyuliwati Lulu Farhan