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All Journal IJoLE: International Journal of Language Education Jurnal Vokasia
Lestari, Indrie Setya
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Writing Indigenous Narratives Through Project-Based Learning: Promoting Students’ Critical Thinking in an EFL Classroom Lestari, Indrie Setya; Nurnaningrum, Gayatri; Astuti, Indri Andriani; Hermawan, Hengki Anggra; Lugina, Tiana Dara; Amalia, Lulu Laela
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.75812

Abstract

This study investigates how PBL enhances students’ critical thinking abilities as they compose narrative texts based on indigenous narratives in an English as a Foreign Language (EFL) classroom. The research conducted among 35 ninth-grade students (divided into seven groups) in a public junior high school in Bandung, Indonesia, using qualitative methods, including observation and document analysis, the study evaluates students' critical thinking through the Critical Thinking VALUE Rubric. Results indicate that PBL significantly promoted critical thinking, with students engaging in deeper reflection on cultural, ethical, and social issues in their narrative projects. High-Perceived Critical Thinking (HPCT) stories exhibited greater complexity and analysis than Low-Perceived Critical Thinking (LPCT) stories, which focused more on practical aspects. The PBL model can improve students' critical thinking skills, as evidenced by four out of seven groups falling into the High-Perceived Critical Thinking (HPCT) category. This study is significant because previous research has rarely combined culturally relevant content with structured critical thinking development in EFL contexts, creating a gap in effective instructional strategies. Therefore, it is recommended that EFL educators integrate culturally meaningful project-based tasks with explicit scaffolding to systematically nurture both critical thinking skills and language proficiency among learners.
Students’ Voice in ICT-Enhanced Learning in English as a Foreign Language (EFL) Classroom: Benefits and Challenges Cakrawati, Laxmi Mustika; Lestari, Indrie Setya
Jurnal Vokasia Vol 5 No 2 (2025): December 2025
Publisher : Program Studi Diploma Tiga Bahasa Inggris Fakultas Ilmu Budaya Unsoed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.vokasia.2025.5.2.18833

Abstract

In an effort to cope with the challenges and requirements of the 21st century education, due to the rapid advancement of technology, teachers are required to integrate ICT in their classroom. This study attempts to investigate students’ voice in ICT-enhanced learning in English as a Foreign Language (EFL) classrooms, focusing on the benefits and challenges. The study involved 100 high school students from some schools in Bandung, West Java, Indonesia. The data were obtained from a questionnaire and interview and were analyzed by using a mixed-method approach. The questionnaire, which consists of closed-ended questions using the Likert scale, was administered to students to explore their voice while the interview was conducted to gain in-depth opinion on the ICT use in the classroom. The participants of the study showed various responses toward the use of technology in the EFL classroom. The findings reveal that many teachers have integrated ICT into their classroom. Although slow-speed internet and school facilities are considered as the main challenges in ICT use, the results of the study indicate that a technology-rich environment can motivate students and promote a learner-centered classroom. Therefore, based on the findings, it is suggested that teachers effectively and creatively explore ICT-enhanced learning to engage students, who are considered as digital natives, in meaningful learning experiences.
Co-Authors Astuti, Indri Andriani Hermawan, Hengki Anggra Laxmi Mustika Cakrawati Lugina, Tiana Dara Lulu Laela Amalia Nurnaningrum, Gayatri