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All Journal JELTII (Journal of English Language Teaching and Islamic Integration) Education and Human Development Journal
Ruqoyyah Amilia Andania
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Students' Critical Thinking on Argumentative Essay Writing through Cooperative Learning Romadhoni, Mohammad; Ruqoyyah Amilia Andania; Ai-Chun Yen
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 2 (2022): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i2.2941

Abstract

Carried on in non-English major freshman students setting, this study aims to examine how critical thinking skills can be developed through cooperative learning in their argumentative essay writing. An experimental group (n=20) and a control group (n=20) were randomly set up, the students were pre-tested and post-tested to see if there is a significant difference in their assigned essay through the Illinois Critical Thinking Essay Scoring Rubric. The implementation of critical thinking rubrics was carried out by 1) supporting students in cooperation, 2) offering the objective 3) fostering students to develop their ideas in writing. The Paired Sample T-test was used to calculate the difference between the pre-and post-test results. Results confirmed that in the Paired Sample t-test, the mean score (-5000) of the experimental group is statistically higher than the mean of the control group’s (-3900). It indicates that the implementation of the critical thinking strategy effectively develops and promotes students’ critical thinking skills in argumentative essay writing. Through the implementation of five key elements of critical thinking by Sadeghi (2012), students were more open-minded, tolerant, objective, honest and concise, respecting others, and interpreting situations differently. The research offered a different perspective on developing students’ critical thinking strategy use by focusing on longer periods of research and the larger number of participants and also implied the integration of critical thinking scoring rubric and argumentative essay skill performance for future research.
Teacher Feedback And Students’ Participation in Classroom Interaction Arsita Wulan Cahyani; Ivorie Rahiema Verandra Asyigah; Ruqoyyah Amilia Andania
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 2 (2024): Journal of English Language Teaching and Islamic integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/jeltii.v7i2.77

Abstract

This study aims to explore the teacher feedback that use to promote classroom interaction. A descriptive qualitative research approach was utilized, incorporating observations, interviews, and questionnaires for data collection. The participants in this study two English teachers of senior high school.  The result revealed that the EFL teacher generally employs evaluative feedback to acknowledge and encourage students, making it the most common sort of verbal feedback in the transcript. This technique  promotes  a  positive  learning  environment  and  encourages  students  to participate in the session actively. To improve the learning experience, teachers should balance  the  use  of  evaluative,  interactive,  and  corrective  feedback.  Increasing interactive feedback by asking open-ended questions and promoting student discussion might help students grasp more deeply. More detailed corrective feedback, as well as opportunities  for  self-  and  peer-correction,  can  increase  learners'  awareness  and accountability.  Regular  evaluation  of feedback  practices,  as  well  as  incorporating student feedback, helps ensure that the methods utilized fit the different requirements of students.
Co-Authors Ai-Chun Yen Arsita Wulan Cahyani Ivorie Rahiema Verandra Asyigah Romadhoni, Mohammad