Breaking Barriers: How Indonesian EFL Students Are Shaping Critical Thinking Skills for Effective Research Paper Composition

Yudhie Indra Gunawan; Nizam Ahsani; Aidil Syah Putra

doi:10.63088/v1s00v56

Authors

Yudhie Indra Gunawan Universitas Muhammadiyah Tangerang, Indonesia
Nizam Ahsani Universiti Muhammadiyah Malaysia, Malaysia
Aidil Syah Putra Universitas Muhammadiyah Tangerang, Indonesia

DOI:

https://doi.org/10.63088/v1s00v56

Keywords:

Academic Writing, Critical Thinking, Educational Barriers, Indonesian EFL Students, Pedagogical Innovation, Research Paper Composition, Teaching Strategies

Abstract

Purpose: This study examines the development of critical thinking skills among Indonesian English as a Foreign Language (EFL) students and their impact on research paper composition. It explores the unique challenges these students encounter, particularly in crafting research papers that demonstrate clarity, coherence, and analytical rigor.
Methods: Employing a mixed-methods approach, the research combines quantitative data from structured surveys and qualitative insights from interviews and focus group discussions.
Results: The findings reveal that while students recognize the importance of critical thinking in academic writing, many struggle with constructing well-supported arguments, integrating evidence effectively, and adhering to academic conventions. The study identifies key barriers, including limited argumentation skills, restricted academic vocabulary, insufficient exposure to critical reading practices, and unfamiliarity with academic genres and formatting standards. Despite these challenges, students who actively engage in critical reading and structured analytical exercises show marked improvements in their writing coherence and argument development. The results suggest that targeted interventions such as integrating critical thinking exercises into curricula, providing scaffolded writing instruction, and enhancing feedback mechanisms can significantly enhance students’ research writing proficiency.
Conclusions: The paper concludes with actionable recommendations for educators, institutions, and policymakers to strengthen critical thinking instruction in EFL classrooms, ultimately improving academic writing outcomes in Indonesia.

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