Enhancing Students’ Critical Reading Skills through Global News Analysis Model (GNAM) in English for International Relations Contexts
(PDF In Process)
DOI:
https://doi.org/10.24903/bej.v8i1.2349Keywords:
reading, critical, enhancingAbstract
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.
References
Aradau, C., & Huysmans, J. (2014). Critical methods in International Relations: The politics of techniques, devices and acts. European Journal of International Relations, 20(3), 596–619. https://doi.org/10.1177/1354066112474479
Arslan, E. (2024). Media Framing of Conflict: Exploring Its Influence on International Perception in Turkey. Journal of International Relations, 4(2), 56–67. https://doi.org/10.47604/jir.2599
Borch, I., Sandvoll, R., & Risør, T. (2020). Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”? Educational Assessment, Evaluation and Accountability, 32(1), 83–102. https://doi.org/10.1007/s11092-020-09315-x
Camacho-Tamayo, E., & Bernal-Ballen, A. (2023). Validation of an Instrument to Measure Natural Science Teachers’ Self-Perception about Implementing STEAM Approach in Pedagogical Practices. Education Sciences, 13(8), 764. https://doi.org/10.3390/educsci13080764
Chaplak, Y., & Chuyko, H. (2021). REFLECTION AS A METACOGNITIVE PHENOMENON OF PSYCHOLOGY. PSYCHOLOGICAL JOURNAL, 7(10), 35–47. https://doi.org/10.31108/1.2021.7.10.4
Chen, W.-C. (2020). Learning International Literacy and News English Through Cross-disciplinary Instructional Modules. 411–420. https://doi.org/10.22492/issn.2188-1162.2020.34
Conrad, C., Deng, Q., Caron, I., Shkurska, O., Skerrett, P., & Sundararajan, B. (2022). How student perceptions about online learning difficulty influenced their satisfaction during Canada’s Covid‐19 response. British Journal of Educational Technology, 53(3), 534–557. https://doi.org/10.1111/bjet.13206
D’Angelo, P. (2002). News Framing as a Multiparadigmatic Research Program: a Response to Entman. Journal of Communication, 52(4), 870–888. https://doi.org/10.1111/j.1460-2466.2002.tb02578.x
Dardjito, H., Rolls, N., Setiawan, A., & Sumekto, D. R. (2023). Challenges in reading English academic texts for non-English major students of an Indonesian university. Studies in English Language and Education, 10(3), 1290–1308. https://doi.org/10.24815/siele.v10i3.29067
Diputera, A. M. (2021). Perception analysis of students’ level of understanding in statistics course. Journal of Mathematics and Natural Sciences, 1(2), 46. https://doi.org/10.24114/jmns.v1i2.33217
Dr Fahad Naveed Kausar. (2025). Effect of Collaborative Learning on Students’ Communication Skills and Reasoning Skills. Social Science Review Archives, 3(3), 2228–2244. https://doi.org/10.70670/sra.v3i3.1065
Hikmal Akhbar. (2025). Enhancing Critical Thinking Through Collaborative Learning in Digital Business Student Assosiations. International Student Conference on Business, Education, Economics, Accounting, and Management (ISC-BEAM), 3(1), 441–451. https://doi.org/10.21009/ISC-BEAM.013.27
Hromova, N., & Chernihivska, N. (2025). TEXTS TRANSLATION: SOME ISSUES OF INTERNATIONAL RELATIONS STUDENTS’ TRAINING. Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, 37, 117–122. https://doi.org/10.17721/1728-2659.2025.37.20
Ilyas, H. P., El Khuluqo, I., & Tarmini, W. (2025). Reader-response theory: Using literary works to promote EFL students’ critical reading skills. Studies in English Language and Education, 12(2), 961–976. https://doi.org/10.24815/siele.v12i2.37511
Jdaitawi, M. (2025). Exploring University Students’ Perceptions and Their Attitudes towards Gamified Learning. International Journal of Information and Education Technology, 15(6), 1219–1225. https://doi.org/10.18178/ijiet.2025.15.6.2325
Joy, E. H., & Garcia, F. E. (2019). Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings. Online Learning, 4(1). https://doi.org/10.24059/olj.v4i1.1909
Kalukar, V. J., Krobo, A., Pessireron, M. F., Suhendra, S., & Yudistira, S. (2024). Enhancing Critical Thinking Skills Through Collaborative Learning in Modern Educational Practices. The Journal of Academic Science, 1(8), 1145–1153. https://doi.org/10.59613/2dx5zr09
Kornielaieva, Y. V. (2023). POLITICAL DISCOURSE: MAIN TRENDS AND APPROACHES. Writings in Romance-Germanic Philology, 2(49), 189–196. https://doi.org/10.18524/2307-4604.2022.2(49).268194
Kostikova, L. P., Revkova, E. A., & Fedotova, O. S. (2022). Professional identity formation of future IR specialists: investigating students’ views. Perspectives of Science and Education, 56(2), 219–234. https://doi.org/10.32744/pse.2022.2.13
Liu, X., & Puteh, M. (2025). A Systematic Literature Review on Enhancing Critical Thinking Skills in EFL Reading. World Journal of English Language, 15(8), 239. https://doi.org/10.5430/wjel.v15n8p239
Luo, Z., & Xie, P. (2025). A Projection Analysis of News Critical Literacy Among Chinese EFL Learners: An SFL Approach. Sage Open, 15(1). https://doi.org/10.1177/21582440251321849
Misenina, N. (2021). Developing critical reading competences at the English lessons: teaching text-messagewriting. Univers Pedagogic, 2(70), 40–46. https://doi.org/10.52387/1811-5470.2021.2.07
Morstatter, F., Wu, L., Yavanoglu, U., Corman, S. R., & Liu, H. (2018). Identifying Framing Bias in Online News. ACM Transactions on Social Computing, 1(2), 1–18. https://doi.org/10.1145/3204948
Niculescu, B.-O., & Dragomir, I.-A. (2023). Critical Reading - A Fundamental Skill for Building 21 st Century Literacy. International Conference KNOWLEDGE-BASED ORGANIZATION, 29(2), 215–220. https://doi.org/10.2478/kbo-2023-0060
Perera, V. H., & Hervás-Gómez, C. (2021). University Students’ Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology. European Journal of Educational Research, volume-10-(volume-10-issue-2-april-2021), 1009–1022. https://doi.org/10.12973/eu-jer.10.2.1009
Saputra, F. (2025). Instrument Reliability Analysis. Jurnal Indonesia Sosial Sains, 6(3), 791–806. https://doi.org/10.59141/jiss.v6i3.1669
Segev, E. (2020). Textual network analysis: Detecting prevailing themes and biases in international news and social media. Sociology Compass, 14(4). https://doi.org/10.1111/soc4.12779
Slater, P., & Hasson, F. (2025). Quantitative Research Designs, Hierarchy of Evidence and Validity. Journal of Psychiatric and Mental Health Nursing, 32(3), 656–660. https://doi.org/10.1111/jpm.13135
Wang, J. S., Haider, S., Tohidi, A., Gupta, A., Zhang, Y., Callison-Burch, C., Rothschild, D., & Watts, D. J. (2025). Media Bias Detector: Designing and Implementing a Tool for Real-Time Selection and Framing Bias Analysis in News Coverage. Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems, 1–27. https://doi.org/10.1145/3706598.3713716
Wirawan, G., Abdulkarim, A., Komalasari, K., & Wiyanarti, E. (2024). Exploring Students’ Perceptions of Mobile Game-Based Social Studies Learning Model. Yupa: Historical Studies Journal, 6(2), 181–187. https://doi.org/10.30872/yupa.v6i2.3379
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Akhmad Heriyadi, Dedi Rahman Nur, Abdul Rohman, Sukaena Sukaena, Shorea Helminasari, Annisa Rohmah, Yasmin Auliasari, Indah Farma Pasaribu, Maria Goretti Adella Kornelia Yulianti Hiping
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
