Critical Reading Ability Research Articles

The Influence of the RADEC Learning Model on Critical Reading Ability of PGSD Students

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This research was motivated by the low level of critical reading of PGSD students during direct learning activities. The aim of this research is to see the influence of the RADEC learning model on critical reading of PGSD students. The research method used is a quantitative method with a pre-experimental one group pretest posttest design with a sample size of 20 PGSD students. </span><span>The </span>research instruments used were questionnaires and observation sheets to see students' critical reading abilities.The research results showed that the critical reading scores during the pretest of 20 students were in the moderate category, totaling 8 people with a percentage of 40%, the low category totaling 10 people with a percentage of 50%, and the very low category totaling 2 people with a percentage of 10%. At the time of the posttest, 20 students experienced significant changes, namely 14 people were in the very high category with a percentage of 70%, 3 people in the high category with a percentage of 15%, and 3 people in the moderate category with a percentage of 15%. So it can be concluded that the RADEC learning model influences the critical reading of PGSD students.</p></div></div></div>

Exploring the Influence of Digital Comic Consumption on Critical Reading Skills among Generation Z: A Case Study of Line Webtoon Platform

In a digital age marked by the popularity of online platforms such as Line Webtoon among Generation Z, the influence of digital comic reading habits on critical reading skills is becoming increasingly relevant. This study aims to determine how much the habit of reading digital comics on the Line Webtoon platform influences vital reading ability in Generation Z. The research method used is quantitative explanative. Data analysis using simple linear regression tests, coefficients of determination, and correlation analysis with the help of SPSS V21 software. Data were collected by using questionnaires to 100 respondents of digital comic readers at Line Webtoon aged 18-24 years with an accidental sampling technique. The results showed a positive relationship between the habit of reading digital comics on Line Webtoon and critical reading skills in Generation Z, with a correlation value of 0.697 along with a significance value of 0.000. The results of R Square show that the habit of reading digital comics on Line Webtoon influences critical reading ability in Generation Z by 0.486 or 48.6%. The magnitude of the influence includes the range of coefficient intervals 0.40 – 0.599 (medium). This shows that the habit of reading digital comics on the Line Webtoon platform has a moderate and significant influence on critical reading skills in Generation Z.

The Impact of Teacher Teaching in Developing Critical Thinking on Students' Critical Reading Ability

<p>Researchers believe that awareness and monitoring of comprehension processes are very important for developing one's reading skills. One of the main issues in the world of education today is concern about students' ability to read critically and evaluate the material they read. This research aims to investigate the impact of teacher teaching in developing critical thinking on students' critical reading abilities. To achieve this goal, we selected 50 students from private high schools with an age range of 16-18 years as research participants. They were then divided into two groups, namely the experimental group and the control group, after being homogenized through the Nelson test. Next, the same content in the form of ten reading texts was taught to both groups, with the only difference that the experimental group received training in critical reading strategies such as annotating, asking questions, detailing, summarizing, and concluding, while the control group applied a general comprehension approach. The results of data analysis using an independent t-test show that teaching critical reading strategies has a significant impact on the development of students' critical reading skills, resulting in rejection of the null hypothesis. These findings can have relevant implications for the Impact of Teacher Teaching in Developing Critical Thinking on Students' Critical Reading Ability, promoting learning in authentic, interactive, and student-focused environments in their reading classes.</p>

The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes

The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes

Making The Best Use Of Ads In Flipped Classroom For Improving Critical Reading Comprehension

Modern pedagogy emphasizes strongly on interactive learner-centred teaching and Flipped Method is fast becoming popular in language teaching programs. The language of ads, being rich in its ideational, interpersonal and textual meanings, offers ample resources for improving critical reading ability. This study attempts to blend these two important phenomena of modern life: Flipped Method and advertisements. Considering the richness of the ad’s language, the researcher conducted this exploratory study and showed that the analyses of the ad’s language on the three levels of Hallidayan paradigm can greatly improve learners’ critical comprehension ability. T[1]he research relies heavily on Dell Hymes’s idea of language as a social construct. The researcher’s objective was to explore how far the Critical Discourse Analyses of ad’s linguistic elements can enhance the critical reading ability of the learners if the attempt exploits the advantages of Flipped Method. The linguistic analyses of two ads on the theoretical framework of Halliday indicated that the linguistic resources are exploited dexterously to achieve the desired locution, ill-locution and perlocution and the successful readers can improve their critical skill through interactive analyses of ads.

The implementation of reciprocal teaching strategy in teaching critical reading

Low students’ interest in learning and reading English text influence to their critical reading ability. Teaching strategy is one of the solutions to solve the problem. An appropriate teaching strategy can influence to students’ interest in learning and reading English text. This study aims at describing the effect of reciprocal teaching strategy in teaching Critical and Evaluative Reading at second grade students of UIN Raden Mas Said Surakarta in the academic year of 2022/2023. Reciprocal teaching strategy consists of four activities, namely predicting, questioning, clarifying, and summarizing. The subjects are two classes of the second-grade students of English Education Study Program that consist of 60 students. The study used descriptive qualitative approach. Data were derived from observation and semi-structure interviews to the lecturer and students. The findings showed that the sequence activities of reciprocal teaching strategy encourage them to be more active and critical during teaching learning process. The activities that were done through working in group and sharing each other ideas help them overcome their difficulty during reading and facilitate them to be independent readers.

Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach

ABSTRACT This research asks whether a competency-based curriculum designed to integrate information literacy, critical reading, and writing improves students’ ability to critically read sources and then use source content for their own purposes. We hypothesized that critical reading-infused library instruction, course instruction, and curriculum support via peer consultation (intervention group) would positively impact students’ critical reading facility and ability to synthesize sources into meaningful writing as opposed to students who do not receive this instruction (control group). Our research indicates a strong correlation between students’ navigating a critical reading curriculum for a research project with self-selected texts and positive research-based writing outcomes for these courses. Students in the intervention group were more likely to be able to integrate source material effectively into their self-selected research-based projects than students in the control group.

Developing AKM-like English Reading Literacy for EFL Students

This study was conducted to develop AKM-like English reading literacy for EFL students and to reveal the different reading strategies. The researchers went through preliminary and formative stages using a development study design. The study generated valid, practical, and potentially AKM-like English reading literacy effects for EFL students. The product satisfies the criteria of validity, practicability, and effectiveness. The students were motivated, engaged, and challenged as the potential effect of the assessment. Most students had high critical reading skills in accessing, retrieving, interpreting, integrating, evaluating, and reflecting on the AKM-like English reading literacy test. The study also revealed that the students used a schemata theory in developing their critical reading ability. To improve students' critical reading literacy and introduce different reading comprehension techniques, EFL teachers should use appropriate types of texts to select students' contextualized world topics.

Hubungan Kemampuan Membaca Kritis Dengan Kemampuan Menulis Teks Eksposisi Siswa Kelas X SMAN 3 Solok Selatan

he purpose of this study was to describe the relationship between critical reading ability and the ability to write expository texts for class X students of SMA N 3 Solok Selatan. This type of research is quantitative research using correlational methods. The sampling technique for this research was purposive sampling technique. Sampling is done based on the class that has the lowest standard deviation. The research sample is one class, namely class X-2, totaling 32 people. Research instruments in the form of questionnaires and performance tests. The questionnaire was used to collect students' critical reading scores while the performance test was used to collect exposition text writing skills scores. Based on the research results, the following conclusions can be drawn: First, the critical reading ability of class X students of SMA Negeri 3 Solok Selatan obtained an average score of 75.84 in the range of 76-85% on a scale of 10, with a Good qualification (B). Second, the ability to write expository texts for class X students of SMA Negeri 3 Solok Selatan obtained an average score of 78.33 in the range of 76-85% on a scale of 10, with a Good qualification (B). Third, there is a significant relationship between vocabulary mastery and the ability to write exposition texts of class X students of SMA Negeri 3 Solok Selatan. This shows that critical reading skills affect students in writing expository texts. This can be seen from the test results which prove that tcount > from ttable, namely 4,86 > 1.70.

Correlation between anxiety and critical reading ability of Indonesian English as a Foreign Language students

This study investigates the possible relationship between reading anxiety and the critical reading ability of tertiary EFL students majoring in English education at a state university in West Sumatra, Indonesia. Thirty-two students were selected utilizing convenience sampling as the research sample. By employing a correlational approach, the instrument used for this analysis was a TOEFL test consisting of 30 questions to measure students' ability to read critically. In addition, a questionnaire was also developed based on the theory of experts composed of 20 statements used to measure students' reading anxiety. Pearson product-moment correlation was used to investigate the relationship between reading anxiety and students' critical reading ability. The study found that 1) most students experience anxiety at the intermediate level, 2) the level of students' critical reading ability is at the average level, and 3) there is a significant relationship between students' reading anxiety and critical reading ability. The results imply that the reading anxiety students experience correlates to their scores in critical reading, leading to a significant effect of reading anxiety on students' critical reading skills.

Analysis of Students' Critical Reading Ability in Science Learning Using the Argument-Based SQ3R Method

The challenges that students will face in the future are complex, so students need a myriad of competencies. To be able to compete and face challenges in the industrial era 4.0, one of which is the ability to process information and communicate. This study aims to analyze the effect of the argument-based SQ3R method in improving students' critical reading skills in science learning. This research is a Quasi-Experimental study with a randomized pretest-posttest control group design. The research sample consisted of 62 class VIII students consisting of two classes. The technique for collecting data on reading interest used a questionnaire sheet instrument and data on the results of students' critical reading ability used essay questions. Based on the results of the research data analysis, it was shown that the argument-based SQ3R learning method had a positive effect on students' critical reading skills, with the results of the t-test showing Asymp. sig. of 0.00 <0.05, with supporting data on students' critical reading skills seen from the student's reading interest questionnaire with the results of the Mann Whitney U-test showing Asymp. Sig of 0.018 <0.05 which means that there is an influence of the argument-based SQ3R learning method on students' critical reading skills.

A Study of Students' English Critical Reading Skill in Senior High School

Enhanced critical reading comprehension skill has recently been called for in a variety of contexts including educational (Huijie, 2010), academic (Liu, 2010), advertising (Pirozzi,2003; Goatly,2000), media (Millan, 1995), among others. With the new curriculum reform, China's English education pays more and more attention to the development of senior high school students' reading ability and thinking quality. The cultivation of critical reading ability is one of the key points to improving thinking and reading ability. The English curriculum standard for senior high schools (2017 edition, 2020 Revision) puts forward requirements related to the critical reading ability of senior high school English learners. In recent years, the college entrance examination English reading comprehension test has also increased the number of times investigating this high-level reading ability，which shows that China's English education attaches great importance to critical reading ability. This study finds that previous scholars have done a lot of theoretical research to explore the essential practical significance of the critical reading ability to English learners through literature review. However, relevant investigation research is rare, which gives this study space to explore.

Correlation Between Critical Thinking and Reading Ability and Literacy among University Students

Correlation Between Critical Thinking and Reading Ability and Literacy among University Students

Study on Cultivation of Critical Thinking Ability in College English Reading Course

Critical thinking ability is one of the core competencies of college students. Cultivation of college students’ critical thinking ability is the key to cultivation of their innovative talents. English reading is one of the important ways for college students to learn English language and get in touch with western ideas and cultures. Improving students’ ability to understand and evaluate western culture through reading English is of great significance for the improvement of college students’ critical reading ability. The cultivation of critical reading ability can be done from encouraging students in raising questions, optimizing teaching procedures and improving assessment methods.

Pengaruh Model CIRC dan Teknik Close Reading Terhadap Membaca Kritis dalam Pembelajaran Bahasa Indonesia

This study was conducted to determine the effect of the CIRC model and close reading techniques on critical reading literacy in Indonesian language subjects for 5th graders at SDN Perumnas Tangerang. This research was conducted with a population of 171 students. The research sample was 42 students with an explanation of 21 students in the experimental class and 21 students in the control class. The research instrument used an observation sheet and a test sheet. Data analysis using T-test. From the results of the CIRC class hypothesis test, it was found that tcount (3.556) > ttable (1.720). Hypothesis test results for the Close Reading class Sig. (2-tailed) < 0.05 that is 0.04 and t count (3.146) > t table (1.720). Anova test with sig = 0.000 <0.05, Fcount (8.309) > Ftable (4.325). The results of the analysis showed that there was an effect of the CIRC model and close reading technique on critical reading skills and the simultaneous effect of the CIRC model and close reading technique on students' critical reading ability.

Critical Literacy in Arabic Language Learning: (Implementation of GBA SFL in Improving Critical Reading Ability)

This research aimed to create a prototype of the construction of learning to read Arabic with a critical literacy approach based on the SFL GBA and its implementation in learning reading skills. The systemic functional linguistics’ genre-based approach (SFL-GBA) was used to foster a critical attitude towards reading in the scope of Arabic Language Education students’ reading skills. The method used was action research, with the hope that PBA students of UIN Maulana Malik Ibrahim Malang could have critical reading competencies. The results of this study demonstrated a prototype of the construction of learning Arabic reading skills with a critical literacy approach based on the SFL GBA and the guidance of the prototype implementation in the Arabic reading skills class. After this action, students could find out the types of text, the structure, and linguistic features of the text, to later be criticized according to the data they got.

GETTING HIGHER CRITICAL THINKING SKILLS THROUGH ANALYZING AND RESPONDING TO TEXT

Understanding the academic text in English requires the ability to think critically and respond to it precisely by way of writings. This reserach is aimed at improving the students’ critical reading ability through the use of Double Entry Journal. To achieve such competences, we have conducted a Classroom Action Research by involving a group of at risk studentsh who were struggling to complete the course of Reading at 5th semester. Throughout 2 cycles, we found out that students’ critical thinking did not only get improved in their reading activity, but also in their oral performances. Data shows that students’ oral performance was better in fiction work. In addition to the use of DEJ, the article further discusses types of students’ activity that might achieve critical thinking skills particularly in the development of their reading, speaking, and writing skills.Key words: Major Types of Non-Fiction

EXPLORING EFL LEARNERS’ LITERARY COMPETENCE THROUGH THEIR CRITICAL STANCE IN READING NARRATIVE

Critical reading has been promoted as the objective of the reading activity in English language learning. However, previous studies have reported that reading comprehension still centres on comprehending the literal meaning and puts aside critical reading as part of their language learning activity. One of the ways to examine EFL learners’ critical reading is to enquire into their literary competence. This study, aiming at exploring the EFL university students’ literary competence from the perspective of critical reading, was conducted in one of the Indonesian private universities. The participants were required to write an essay containing their critical responses towards a literary text. Content analysis on the essay of each participant was done to explore their literary competence. The findings reveal that the participants were able to demonstrate their literary competence that felt into three categories, namely: relating the literary text to one’s experience, empathising with the literary text, and situating the literary text in a wider sociocultural scope. The critical stances reflected in each of the literary competence were respectively accomplished through constructing and engaging; dialoguing and engaging; and reflecting and evaluating. EFL learners’ literary competence is reflected on the critical responses they produced, in which they relate the content of the text with wider out-text contexts. In order to promote critical reading ability, EFL teachers can include aesthetic reading and involve literary competence in the reading activity.

Critical Reading Skills of the Descriptive Genre Through E-Learning

It has been found that in reading lectures, students at Bung Hatta University had difficulty understanding the text because they did not know about the genre of the text. This is because students study theory more than they practice reading. The purpose of this research was to describe the critical reading ability of Indonesian Language Education (Pindo) FKIP students at Bung Hatta University by applying the descriptive text genre. Theories proposed by Akaaya, Haromi and Akin were employed. Qualitative and quantitative methods were used. The research subjects were 23 students of the Indonesian Language and Literature Education Study Program, FKIP Bung Hatta University, Padang, class of 2020/2021. The score obtained for making and answering questions was 8.65, determining the structure of descriptive texts was 8.52, determining the structure of exposition texts was 8.60, concluding news texts was 7.78, and commenting on news texts was 7.91. The results showed that overall, the students of Pindo FKIP Bung Hatta University were able to read critically with a score of 8.25, which can be categorized as good.
 Keywords: descriptive text genre, critical reading, e-learning

Computer Flipped Classroom in Critical Reading of College English

With the continuous development of education, exploring new teaching models has become a concern of people. This research mainly explores the application of computer-based flipped classroom in critical reading of college English. A class of third-year college students is used as the research object. During the experiment, the teaching mode under the new mode is used to teach. After the experiment, the test scores before and after the experimental class are compared. After the experiment, through reading test questions and questionnaires, we can understand whether the flipped classroom teaching model is helpful for students’ performance improvement. And in terms of emotional attitude, acceptance, method feedback and effect evaluation, understand the students’ attitudes after using the model before and after the experiment. Both the experimental class and the control class take a critical reading comprehension test and a regular reading comprehension test. Through questionnaires and interviews, the changes in critical reading ability and critical thinking ability of experimental class students are analyzed. In the critical reading comprehension test, the highest average score of the experimental class was 45.6, and the pass rate was 74.5%. This research helps students develop critical thinking.