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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Cendekia Ilmiah
Hajriana Arfah
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Humanities Social Sciences Other

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An Analysis On English Teaching Techniques And Educational Values Found In “Freedom Writers” Movie Miftahul Rizkon; Ari Prasetya Ningrum; Hajriana Arfah; Usuluddin
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 6: Oktober 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i6.5522

Abstract

This research aims to discover the teaching techniques and educational values in the Freedom Writers movie. The method used in this research is qualitative with a descriptive qualitative design. The data collection technique in this research is watching the movie, classifying and writing the teaching techniques and educational values found, and then coding the data. The data analysis techniques use a procedure by Cresswell. The result of this research shows that there are nine teaching techniques found in the movie: authentic material, transformation drill, task-based instruction, creative adaption, teacher silence, paragraph writing, guided writing, reading aloud, and journal writing. Moreover, nine educational values are found in this movie: honesty, courage, self-discipline, loyalty, respect, self-confidence, love and affection, kindness and friendliness, and justice.
The Effect Of Implementing The Problem-Based Learning (PBL) Model On Enhancing Students’ Active Participation And Critical Thinking Skills Fitri, Ramdani Aidiatul; Sri Wahyuni; Hajriana Arfah; Zahratul Fikni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64160

Abstract

This study investigates the implementation of Problem-Based Learning (PBL) to enhance the micro-cognitive critical thinking processes of vocational students during the pre-writing and drafting phases of English for Specific Purposes (ESP) instruction. Conventional language instruction often isolates learning from authentic vocational contexts, triggering severe difficulties in translating technical ideas into structured texts. Addressing this empirical gap, a qualitative case study was conducted with tenth-grade students in the Agribusiness of Agricultural Product Processing (APHP) program at SMKN 1 Kotaraja. Data gathered through classroom observations, writing artifacts, and retrospective interviews from 32 participants, including six focal students, were analyzed using an interactive qualitative framework. The findings demonstrate that authentic agribusiness problem scenarios embedded within the PBL syntax effectively stimulate Facione’s core critical thinking indicators—interpretation, analysis, evaluation, and inference. Students successfully deconstructed complex agricultural issues, managed cognitive loads collaboratively, and produced coherent argumentative texts. Theoretically and practically, this study proves that integrating PBL into ESP instruction bridges the gap between vocational problem-solving and professional language proficiency, offering a validated pedagogical blueprint for modern vocational education.
Co-Authors Ari Prasetya Ningrum Fitri, Ramdani Aidiatul Miftahul Rizkon Sri Wahyuni Usuluddin Zahratul Fikni