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All Journal Borneo Educational Journal (Borju) Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat
Akhmad Heriyadi
Universitas Widya Gama Mahakam Samarinda
Education Languange, Linguistic, Communication & Media Mathematics

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Enhancing Students’ Critical Reading Skills through Global News Analysis Model (GNAM) in English for International Relations Contexts Akhmad Heriyadi; Dedi Rahman Nur; Abdul Rohman; Sukaena Sukaena; Shorea Helminasari; Annisa Rohmah; Yasmin Auliasari; Indah Farma Pasaribu; Maria Goretti Adella Kornelia Yulianti Hiping
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2349

Abstract

Critical reading is a core academic competence for International Relations students who regularly engage with global news texts. Such texts frequently embed ideological framing, selective evidence, and political agendas that require analytical interpretation. This study examines students’ self-perceived critical reading competence after instruction using the Global News Analysis Model (GNAM). It also explores students’ perceptions of GNAM’s effectiveness and identifies instructional components perceived as most influential. A quantitative descriptive survey was conducted with 72 International Relations students who completed GNAM-based learning activities. Data were collected using a validated questionnaire with a five-point Likert scale. Reliability analysis showed strong internal consistency (Cronbach’s Alpha = 0.88). Results indicate moderate to high perceived critical reading competence, with the strongest confidence in identifying main claims (M = 4.12, SD = 0.54) and the weakest in detecting media bias and framing (M = 3.31, SD = 0.73). GNAM was perceived as effective overall (M = 4.07, SD = 0.45), particularly in comparative media analysis (M = 4.26, SD = 0.49). The findings suggest that GNAM supports students’ analytical awareness of global news, although deeper ideological evaluation remains challenging.
Asynchronous Online Community Engagement for Developing Intensive Reading Skills Using a Prototype LMS and Adapted Literary Texts Dedi Rahman Nur; Arbain Arbain; Godefridus Bali Geroda; Hanita Hanita; Sukaena Sukaena; Akhmad Heriyadi; Indah Farma Pasaribu; Maria Goretti Adella Kornelia Yulianti Hiping; Yasmin Auliasari; Annisa Rohmah
Abdimas Pedagogi: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 9 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um050v9i12026p56-64

Abstract

This community service initiative investigated the implementation of an asynchronous Learning Management System to enhance intensive reading abilities in English language learners. The platform, available at https://publicmodul.my.canva.site/checkreading1 , was developed as a prototype Learning Management System (LMS) to evaluate instructional viability, learner engagement, and the effectiveness of modular delivery in a flexible online setting. The program took place from January 2026 and was structured into six consecutive modules addressing skimming, scanning, primary concept identification, cohesiveness, inference, and tone analysis. Participants engaged in self-directed learning activities, contributed to asynchronous discussion forums, and assembled documentation of their progress via organized reading portfolios. The evaluation utilized LMS activity logs, task completion trends, and qualitative reflections submitted by participants during the training. The results indicate a progressive transformation in reading habits. Numerous learners seemed to diminish word-by-word processing and commenced utilizing more deliberate tactics, especially in skimming and scanning activities. Enhancements in cohesion awareness were also seen in subsequent entries. Inference and tone interpretation continued to be challenging, while portfolio entries suggest developing progress backed by textual rationale. The LMS operated dependably as a prototype for pilot use, although it exposed multiple opportunities for usability enhancement. The results suggest that an asynchronous, community-focused paradigm demonstrates potential for facilitating flexible reading development, while specific enhancements are necessary prior to broader implementation.
Co-Authors Abdul Rohman Annisa Rohmah arbain arbain Dedi Rahman Nur Godefridus Bali Geroda Hanita Hanita Indah Farma Pasaribu Maria Goretti Adella Kornelia Yulianti Hiping Shorea Helminasari Sukaena Yasmin Auliasari