Editorial Board
Vol. 7 No. 2 (2026): September Issue
Articles
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THE LINK BETWEEN CRITICAL THINKING ABILITY AND WRITING ACHIEVEMENT OF ELEVENTH-GRADE STUDENTS
Abstract View: 67 PDF Download: 24Effective writing necessitates that students generate important ideas, organize them coherently, and articulate their ideas clearly using suitable language. This study examined the relationship between critical thinking ability and writing achievement among eleventh-grade students in Palembang. The population consisted of 518 students, from which 67 students were selected through convenience sampling. The data were obtained using the Cornell Critical Thinking Test Form X (CCTT-X) and a writing assessment. The results revealed a significant positive correlation between critical thinking ability and writing achievement, with a correlation coefficient of 0.546. Furthermore, critical thinking skills significantly influenced students’ writing achievement, explaining 29.8% of the variance, as indicated by an R-squared value of 0.298. Based on these findings, the alternative hypothesis (Hα) was accepted, while the null hypothesis (H0) was rejected, demonstrating a significant relationship between critical thinking and writing performance. The researchers suggest that these findings may provide useful information for English teachers, students, and future researchers interested in the development of critical thinking and writing skills.
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SENIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF ENGLISH CLUB PARTICIPATION: BENEFITS AND CHALLENGES FOR ENGLISH LANGUAGE DEVELOPMENT
Abstract View: 72 PDF Download: 26English learners in Indonesia have limited opportunities to use English communicatively outside formal classroom instruction. Although English Clubs may provide supplementary learning opportunities, students' experiences of their linguistic and non-linguistic benefits, as well as the challenges they encounter, require further investigation. This study explored senior high school students' perceptions of English Club participation in supporting their English language development. Employing a qualitative case study design, the study involved six eleventh-grade students (three male and three female, aged 16–17) from a senior high school in Palembang, Indonesia. The participants were selected through homogeneous purposive sampling based on their consistent participation in the English Club for at least one year. Data were collected through semi-structured interviews and analyzed thematically. Member checking was conducted to confirm the accuracy of the interview data. The participants perceived that English Club activities supported the development of their speaking, listening, reading, and writing skills. They also reported increased confidence, motivation, and awareness of their strengths and areas for improvement. Interactive activities, regular practice, and peer support contributed to a collaborative and low-anxiety learning environment. Nevertheless, the participants identified limited variation in learning materials, insufficient session duration, and scheduling conflicts with academic responsibilities as major challenges. The findings indicate that English clubs can complement formal EFL instruction by providing opportunities for meaningful language practice and encouraging learner autonomy. However, more systematic planning, varied materials, and flexible scheduling are necessary to improve program implementation and accommodate students' diverse learning needs.
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THE EFFECT OF CLAIM-EVIDENCE-REASONING (CER) ON STUDENTS’ WRITING SKILLS
Abstract View: 87 PDF Download: 6CER is used to guide students in constructing well-organized writing by presenting a claim, providing supporting evidence, and explaining the logical reasoning that links the evidence to the claim. The purposes of the research were (1) to find out whether or not there was any significant improvement in the eleventh graders’ writing skill achievement by using the CER technique and (2) to find out whether or not there was any significant difference in the eleventh graders’ writing skill achievement between students who were taught using CER and those who were not. This study used a quasi-experimental pretest–posttest non-equivalent group design. The samples were selected through purposive sampling, involving 34 students in the experimental group and 33 students in the control group. Data were collected using writing tests. The data were analyzed using a paired-samples t-test and an independent-samples t-test. The results of the paired-samples t-test showed that the obtained t-value (15.354) was higher than the t-table value (2.0322), indicating a significant improvement in students’ writing skill achievement. The independent-samples t-test revealed that the obtained t-value (5.826) was higher than the t-table value (1.995), indicating a significant difference between the two groups. It could be concluded that the implementation of the CER technique was effective in enhancing students’ writing skill achievement. Other findings revealed that there was a significant difference in students’ writing skills between students who were taught using the CER technique and those who were not.
