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All Journal ELT Worldwide: Journal of English Language Teaching Interference: Journal of Language, Literature, and Linguistics Seminar Nasional Pengabdian Kepada Masyarakat Phonologie : Journal of Language and Literature Seminar Nasional Hasil Penelitian LP2M UNM PEDAMAS (Pengabdian Kepada Masyarakat) Academic : Journal of Social and Educational Studies Inovasi Sosial: Jurnal Pengabdian Masyarakat Axiology
Saud, Chaerul Fadlan
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Exploring Performance-Based Approach in Academic Writing Courses in Higher Education R, Abdul Rahman; Saud, Syukur; Ramadhani, Ahmad Arkam; Saud, Chaerul Fadlan
Academic : Journal of Social and Educational Studies Vol 4, No 1 (2025): Academic : Journal of Social and Educational Studies (Article in Press)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/academic.v4i1.80828

Abstract

Abstract. A teacher or lecturer are better able to foster students’ potential and abilities reflected in their academic output when students are actively engaged in the learning process. This highlights the need for instructional content that integrates student performance in alignment with learning goals. The Performance-Based Approach (PBA) serves as an effective means of linking students’ ongoing performance to their final academic outcomes. In the context of an Academic Writing course that applied PBA, students were expected to produce a draft research proposal suitable for seminar presentation upon course completion. This study adopted a case study research design to gain in-depth insights into the participants’ experiences. The findings reveal that students responded positively to the use of PBA in the learning process. The implementation of Performance-Based Approach significantly enhanced the quality of instruction, as evidenced by students’ enthusiastic engagement. Overall, PBA proved to be a highly effective strategy for improving learning outcomes in academic writing instructionKeywords: Academic writing, process Approach, Performance-Based Assessment
The Impact of Questioning Types on Students Critical Reading Skills Munir, Munir; Arham, Muhammad; Saud, Chaerul Fadlan
ELT Worldwide: Journal of English Language Teaching Vol 12, No 2 (2025)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i2.79766

Abstract

This study explores the effect of applying effective questioning types on university students’ critical reading skills. Many students in higher education face challenges when engaging with academic texts, often limiting their efforts to surface comprehension rather than deeper analysis. To address this issue, the study implemented a framework of questioning—analytical, evaluative, interpretive, inferential, and synthetic—designed to promote higher-order thinking. A pre-experimental design was employed using a one-group pre-test and post-test format with 45 undergraduate students from English Education Study Program, Faculty of Languages and Literature Universitas Negeri Makassar, Indonesia. Over four sessions, students were guided through structured questioning activities aimed at encouraging deeper engagement with reading materials. Data were collected using essay-based critical reading tests, and scores were verified by two independent raters to ensure reliability. Findings indicated a significant improvement in students’ performance, with mean scores rising from 61.8 on the pre-test to 72.4 on the post-test. The Wilcoxon Signed-Rank Test (Z = -5.037, p < .001) confirmed that this improvement was statistically significant. The results suggest that structured questioning fosters analytical, interpretive, and evaluative engagement with texts, thereby bridging the gap between comprehension and critical literacy. The study contributes to reading pedagogy by demonstrating the role of questioning in cultivating reflective and independent readers at the university level. It recommends that lecturers integrate varied questioning strategies into reading instruction to strengthen students’ academic literacy and prepare them for the demands of higher education.
Co-Authors Abdul Karim Ahmad Thalib Arham, Muhammad Ariyani, Amra Badriah, Badriah Ganteng, Hasriani Klara, Kristina Munir Munir Munir, Munir Musdalifah NUR AENI R, Abdul Rahman Ramadhani, Ahmad Arkam Samtidar Saud, Syukur Sunra, La Syuraedah, Rezky