Enhancing Physics Learning Through English Journals and Presentation-Based Scientific Reasoning

Siti Hairunnisa Norfahmi, Netriani Veminsyah Ahda

Abstract


This study examines academic literacy integration in an English-as-a-Foreign-Language (EFL) physics classroom through scientific journal reading and presentations. Involving 78 undergraduate students in a Renewable Energy course at Universitas Bengkulu, the research examines how IMRaD-based activities support scientific reasoning, genre awareness, and disciplinary communication. Students formed seven thematic groups focusing on geothermal, biomass, solar, wind, tidal, ocean thermal energy conversion (OTEC), and green hydrogen. A rubric assessed five dimensions: scientific understanding (M = 3.21), IMRaD mastery (M = 3.32), cross-language reasoning (M = 2.63), presentation delivery (M = 3.44), and responsiveness to questions (M = 3.24). Results showed stronger performance in structural and communicative skills, while cross-language reasoning posed the greatest challenge. These findings emphasize the need for explicit scaffolding to support meaning-making across languages. The study highlights the value of integrating scientific reading and presentations in EFL STEM education, alongside topic familiarity and equitable assessment practices.


Keywords


Academic literacy; Physics; Cross-language scientific reasoning; English journal reading; IMRaD structure

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References


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DOI: http://dx.doi.org/10.37905/aksara.11.2.1-8.2025

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