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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan dan Sastra Inggris
Adang Ridwan
Universitas Islam Batang Hari
Education

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English Teacher’s Strategies in Enhancing 9th Grade Students’ Critical Thinking at Junior High School 25 Muaro Jambi Adang Ridwan; Ria Karmila
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 2 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5617

Abstract

The aim of this research was to describe the English teacher’s strategies in enhancing the critical thinking skills of 9th grade students at Junior High School 25 Muaro Jambi. This study employed a qualitative descriptive method, with data collected through observation and interviews. The data were analyzed using the interactive model proposed by Miles and Huberman (1994), which includes data reduction, data display, and conclusion drawing/verification. The findings revealed that the teacher’s instructional strategies played a crucial role in fostering the development of students’ critical thinking skills. The teacher implemented various approaches such as posing open-ended questions, facilitating classroom discussions, conducting debates, and assigning writing tasks. These strategies were designed to promote analytical thinking and encourage students to express and defend their opinions. In addition to these core strategies, the teacher also used a combination of teaching methods, including reading comprehension exercises, translation and interpretation of texts, dictionary use, group work, dialogue practice, storytelling, vocabulary games, and writing simple essays for daily communication. These methods not only engaged students in active learning but also made the learning process more dynamic and enjoyable. As a result, students were able to think more clearly, quickly, and effectively, which significantly contributed to the development of their critical thinking abilities. The research concludes that a diverse and interactive set of teaching strategies can successfully enhance critical thinking among junior high school students. Teachers are encouraged to integrate a variety of methods tailored to students’ needs and classroom contexts to achieve optimal learning outcomes and better prepare students for higher-level thinking and problem-solving.
STUDENTS’ MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY AT ENGLISH EDUCATION STUDY PROGRAM IN UNIVERSITAS ISLAM BATANG HARI Sulistyowati; Harlina Harja; Adang Ridwan; Daris
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17995

Abstract

English plays a significant role as a global language and has become an essential subject in higher education. However, university students demonstrate different levels of motivation in learning English as a foreign language (EFL), which may influence their learning outcomes. This study aimed to explore students' motivation in learning English at the English Education Study Program of Universitas Islam Batang Hari. A qualitative case study design was employed involving three highly motivated students selected through purposive sampling. Data were collected through observations, semi-structured interviews, and documentation and analyzed using Creswell's qualitative data analysis procedures. The findings reveal that students' motivation was influenced by both intrinsic and extrinsic factors. Intrinsic motivation emerged from students' personal interests, self-development, and future aspirations, whereas extrinsic motivation was strengthened through family support, lecturers, peers, digital media, and the academic environment. These findings indicate that meaningful learning experiences and supportive social relationships contribute significantly to sustaining students' motivation in learning English. This study provides insights for lecturers to create more motivating English learning environments in higher education.
Co-Authors Daris Harlina Harja Ria Karmila Sulistyowati