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Auliasari, Yasmin
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Multimedia and Interactive Tools Foster Engagement in English as a Foreign Language Critical Reading Rahman Nur, Dedi; Rohman, Abdul; Geroda, Godefridus Bali; Pane, Widi Syahtia; Rachman, Dzul; Pasaribu, Indah Farma; Auliasari, Yasmin; Hiping, Maria Goretti Adella Kornelia Yulianti; Rohmah, Annisa
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11118

Abstract

General Background: In English as a Foreign Language (EFL) education, critical reading is a core competency for developing higher-order thinking, yet many classrooms, particularly in East Kalimantan, still rely on outdated, passive methods. Specific Background: While multimedia and interactive tools offer potential for enhancing engagement, their integration into EFL critical reading remains inconsistent and often misaligned with learning goals. Knowledge Gap: Limited empirical studies apply the Triple E Framework—Engage, Enhance, Extend—in under-resourced, culturally diverse, and large EFL classrooms to specifically foster critical reading skills. Aims: This study investigates how multimedia and interactive tools, guided by the Triple E Framework, influence engagement, comprehension, and motivation in EFL critical reading. Results: Using a mixed-methods approach with 32 students, findings show that over half of the observed lecturers achieved an “exceptional connection” between learning goals and technology use, leading to improved focus, comprehension, and extended learning beyond class. Novelty: This research offers empirical validation of the Triple E Framework in large, diverse EFL contexts, linking teacher digital literacy to effective critical reading instruction. Implications: Results highlight the need for targeted professional development to equip educators with the skills to integrate technology purposefully, ultimately enhancing students’ readiness for academic and global communication. Highlights: Empirical validation of Triple E Framework in large, diverse EFL classrooms. Teacher digital literacy as a key factor for effective technology integration. Multimedia tools boost engagement, comprehension, and learning extension. Keywords: Triple E Framework, EFL, Critical Reading, Multimedia Tools, Student Engagement
Enhancing Students’ Critical Reading Skills through Global News Analysis Model (GNAM) in English for International Relations Contexts: (PDF In Process) Heriyadi, Akhmad; Rahman Nur, Dedi; Rohman, Abdul; Sukaena, Sukaena; Helminasari, Shorea; Rohmah, Annisa; Auliasari, Yasmin; Farma Pasaribu, Indah; Kornelia Yulianti Hiping , Maria Goretti Adella
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2349

Abstract

Critical reading is a core academic competence for International Relations students who regularly engage with global news texts. Such texts frequently embed ideological framing, selective evidence, and political agendas that require analytical interpretation. This study examines students’ self-perceived critical reading competence after instruction using the Global News Analysis Model (GNAM). It also explores students’ perceptions of GNAM’s effectiveness and identifies instructional components perceived as most influential. A quantitative descriptive survey was conducted with 72 International Relations students who completed GNAM-based learning activities. Data were collected using a validated questionnaire with a five-point Likert scale. Reliability analysis showed strong internal consistency (Cronbach’s Alpha = 0.88). Results indicate moderate to high perceived critical reading competence, with the strongest confidence in identifying main claims (M = 4.12, SD = 0.54) and the weakest in detecting media bias and framing (M = 3.31, SD = 0.73). GNAM was perceived as effective overall (M = 4.07, SD = 0.45), particularly in comparative media analysis (M = 4.26, SD = 0.49). The findings suggest that GNAM supports students’ analytical awareness of global news, although deeper ideological evaluation remains challenging.
Co-Authors Abdul Rohman Dedi Rahman Nur Dzul Rachman, Dzul Farma Pasaribu, Indah Geroda, Godefridus Bali Heriyadi, Akhmad Hiping, Maria Goretti Adella Kornelia Yulianti Kornelia Yulianti Hiping , Maria Goretti Adella Pane, Widi Syahtia Pasaribu, Indah Farma Rohmah, Annisa Shorea Helminasari Sukaena, Sukaena