Article Per Year (5 Year)
p-Index From 2020 - 2025
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A. Kamariah
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Religion Humanities Economics, Econometrics & Finance Law, Crime, Criminology & Criminal Justice Social Sciences

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EFL Students’ Voices on Collaborative Strategic Reading: A Qualitative Study of Perception and Motivation in Reading Class Safitri, Citra Dwi; A. Kamariah; Musdalifah; Jaya, Muhammad Fahri
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 3 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum3952

Abstract

Reading plays a critical role in English as a Foreign Language (EFL) context, serving not only as a core linguistic skill but also as a gateway to academic success. This study explores EFL students’ perceptions of Collaborative Strategic Reading (CSR) and examines its influence on their motivation to engage in reading activities. Using a qualitative descriptive design, the data were collected from fifth-semester students enrolled in the Critical Reading course at Universitas Negeri Makassar through questionnaires and interviews. The findings revealed that students generally perceived CSR positively, recognizing its benefits in improving comprehension, clarifying complex texts, and promoting active participation. The CSR stages of preview, click & clunk, get the gist, and wrap up were largely seen as clear and practical, though some initial confusion was noted. Moreover, CSR fostered students’ engagement and enjoyment by creating an interactive and collaborative learning environment. Importantly, the strategy significantly boosted students’ reading motivation, both intrinsically and extrinsically, by making reading more structured, enjoyable, and socially rewarding. Further research could explore its long-term effects on academic achievement and its adaptability across different language proficiency levels.
Teachers as Material Developers: Investigating Strategies for Writing Instruction in a Digital Age A. Kamariah; Sudding, Muhammad Fahri Jaya; Musdalifah; Sakkir, Geminastiti; Maharani, Sardian
ARRUS Journal of Social Sciences and Humanities Vol. 5 No. 3 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum3954

Abstract

This study explores the strategies employed by English language teachers in developing writing instructional materials within digitally enriched learning environments. Using a qualitative multiple case study design, six teachers from junior high, senior high, and vocational schools were observed and interviewed. Findings reveal that while all teachers perceive themselves as active material developers, their approaches vary based on their digital literacy, pedagogical beliefs, and access to technological infrastructure. A process-based writing approach is commonly applied, with digital tools such as Google Docs, Grammarly, Padlet, and Canva supporting different stages of instruction. Teachers selected tools based on usability, relevance to student needs, and contextual constraints. However, challenges such as limited preparation time, uneven student digital literacy, and lack of institutional support persist. The study affirms the relevance of the Technological Pedagogical Content Knowledge (TPACK) framework. It highlights the need for professional development that equips teachers with skills to design pedagogically meaningful digital writing tasks.
Co-Authors Geminastiti Sakkir Jaya, Muhammad Fahri Maharani, Sardian Musdalifah Safitri, Citra Dwi Sudding, Muhammad Fahri Jaya