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EDUJ : English Education Journal
Published by CV. Kalimasada Group
ISSN : -     EISSN : 3026295X     DOI : https://doi.org/10.59966/eduj.v1i1.462
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
EDUJ: English Education Journal is scholarly journal that is open access and devoted to improving our understanding of English language, linguistic, applied linguistic, and English literature. The journal seeks to promote interdisciplinary research that yields useful outcomes and advances knowledge of language and literature in contemporary society. EDUJ disseminates research results regarding EFL-related issues in all countries that cover the fields of: English language pedagogy English language literacy English for specific purposes English language testing and assessment Teaching English to young learners English Literature Language policy and planning Second language acquisition ELT materials development and evaluation Critical discourse analysis Language and media studies
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 72 Documents
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Speaking Strategies of Low-Performing EFL Students at an Islamic Boarding School M. Ubaidillah Karomi Safari
EDUJ : English Education Journal Vol. 4 No. 1 (2026): June
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v4i1.2507

Abstract

This study investigated the speaking strategies employed by English as a Foreign Language (EFL) students with low speaking performance and the factors that influenced their choice of strategies. A descriptive qualitative design was used, involving twelve students of MA NWDI Rensing Bat, East Lombok, in the 2025/2026 academic year, who were selected because their speaking test scores fell into the low category. Data were collected through classroom observation, a strategy questionnaire adapted from Oxford's Strategy Inventory for Language Learning, semi-structured interviews, and students' speaking scores, and were analysed using interactive qualitative analysis. The findings revealed that all six strategy categories proposed by Oxford were used at a moderate level of intensity, with cognitive and memory strategies being the most frequently applied and compensation strategies the least. The choice of strategies was influenced mainly by learners' motivation, attitudes, beliefs, gender, age, and speaking proficiency level. The study recommends that teachers explicitly train low-performing learners in cognitive, metacognitive, affective, and social strategies in order to strengthen their speaking ability.
The Representation of Critical Thinking Skills in Reading Materials of Junior High School English Textbooks: A Systematic Literature Review Wulan Widya Istiyana; Nadila Aulia Ashyurin; Indah Juniasari T; Yati Kurniati; Osy Benu Ismail; Elyza Martiarini
EDUJ : English Education Journal Vol. 4 No. 1 (2026): June
Publisher : CV. Kalimasada Group Profesional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/eduj.v4i1.2563

Abstract

Critical thinking is an essential competency in twenty-first-century learning that should be integrated into English textbooks, particularly in reading materials. This study aimed to identify research trends, analyze research methods and theoretical frameworks, map critical thinking indicators, and formulate recommendations for English textbook development. This study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. A total of ten studies meeting the inclusion criteria were systematically reviewed and synthesized. The findings revealed an increasing trend in research on critical thinking representation in English textbooks during 2022–2025. Most studies employed content analysis and adopted the Revised Bloom's Taxonomy as the primary analytical framework. The review further demonstrated that reading materials were predominantly characterized by Lower Order Thinking Skills (LOTS) activities. Indicators related to information analysis, reasoning, and information comparison were most frequently represented, whereas evaluation, reflection, problem-solving, and decision-making appeared less frequently. These findings suggest that English reading materials have not yet comprehensively fostered critical thinking skills. Therefore, English textbook developers and teachers should systematically incorporate Higher Order Thinking Skills (HOTS) activities into reading instruction to promote students' critical engagement, reflective thinking, and problem-solving abilities.

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