Questions-Based Critical Journal Reviews and Students' Engagement in Co-constructing of Text

Despite the potential benefits of writing critical journal reviews (CJRs) for enhancing student engagement in co-constructing text, university policymakers have not sufficiently addressed the lack of student competency in this area. This study explores how a question-based approach to CJRs can help students improve their ability to contribute meaningfully to the world of knowledge through meaningful and well-structured reviews. Mix-method was used to collect data from the CJR products submitted by the third-semester students enrolled in the English Drama Performance class at the English Language and Literature Department, State University of Medan and the interviews. The results show that the question-based CJR approach helped students better understand the articles they reviewed, organize their thoughts, and actively participate in co-constructing the text. The study recommends wider adoption of this approach to foster student engagement in meaningful academic tasks.