Critical Thinking In Reading Research Articles

An Exploration of High School English Reading Teaching from the Perspective of Critical Thinking

Critical thinking is an important symbol of intelligent talents, which is conducive to cognitive ability. It is also called the cornerstone and promoter of rational society. Basic education should be to cultivate critical thinking ability as the primary goal. Through the exploration of English reading teaching in high schools, this research explores how to strengthen students’ critical thinking in reading. That is, to propose effective practice strategies from the teacher level, curriculum level, etc.

Rethinking the Infusion Approach to Teaching Critical Thinking in Reading in Chinese Tertiary English Classes

The teaching of critical thinking (CT) has become an important requirement in many English language classrooms at different educational levels, yet little is known about how teachers promote the learning of CT. This article reports on a qualitative study examining the ways in which two university English as a foreign language (EFL) teachers in China attempted to blend CT into their reading classrooms, and the factors that influenced their attempts at CT innovation. In-depth, semi-structured interviews, classroom observations, artefacts, and observation of eight joint discussion sessions between the two participants and the first author were analyzed to explain the participants’ implementation of CT innovation in their intensive reading courses and the influential factors. The findings indicate that the teachers implemented CT innovation in reading instruction through the infusion approach, which means explicitly highlighting CT during the course orientation of their reading courses, while also improving the students’ CT abilities and language competence through reflective and collaborative writing using reading journals. The study also revealed several factors that influenced their attempts at CT innovation. The study sheds light on how teachers can be supported to innovate conventional CT instruction in the reading classroom.

REPRESENTATION OF MORAL VALUES IN ONE ELT TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS: CRITICAL DISCOURSE ANALYSIS

This study aims to investigate the depiction of moral values embedded in one ELT textbook specifically for XII grade senior high school endorsed by Indonesian Ministry of Educational and Culture. The authors use Critical Discourse Analysis (CDA) studies enlightened by Halliday’s (1978) Systemic Functional Linguistics (SFL) as data analysis. Since moral/character building becomes one of the priority programs prioritized by President Joko Widodo (Kemdikbud, 2017). Therefore, ELT textbooks must be in accordance with the program implied in the curricula. This critical discourse analysis focuses on analyzing visual objects and written texts adopting Kress and van Leuween’s (2006) visual grammar theory and Martin and white’s (2005) language appraisal theory to elaborate the moral values embedded with distinct genres in the textbook. The result shows that both visual and written texts with many genres in the textbook portraying a multitude of moral values. Thus, the implication of this study suggests both teachers and students should be able to acquire the necessary skills for critical thinking in reading and critical analysis of language sensitivity in order to understand the values. In addition, the analytical framework and the result of the research can be applied by the teachers and writers for explicit instruction, evaluation, and critical study of moral values in English language teaching. Keywords : Critical Discourse Analysis; Moral Value; ELT Textbooks; Indonesian Moral Education

Taching Critical Thinking In Reading By Using Three Stay One Stray

This research was aimed to find out The Effect of Three Stay One Stray towards Students’ Critical Thinking in Reading at MTs NW Darusollihin Kalijaga. The subject of this study was 51 students at second grade of MTs NW Darusollihin Kalijaga. The gorup divided to two classes; they were experiment and control class. 26 students in experimental class and 25 students in control class. In which experiment class consists of 12 males and 14 females and in control class consists of 10 males and 15 females. The researcher gave the critical thinking in reading test by using Three Stray One Stray Strategy to find the students’ critical thinking in reading. In analyzing the data the researcher used descriptive statistics and infrential statistics. Based on the data analysis was gotten that t-test was higher than t-table (5.325 > 1.753)with signification level 5%. Therefore alternative hypothesis accepted and null hypothesis rejected. Therefore, it concluded that there was significant effect of Three Stay One Stray towards Students’ Critical Thinking in Reading at MTs NW Darusollihin Kalijaga.

Taching Critical Thinking In Reading By Using Three Stay One Stray

This research was aimed to find out The Effect of Three Stay One Stray towards Students’ Critical Thinking in Reading at MTs NW Darusollihin Kalijaga. The subject of this study was 51 students at second grade of MTs NW Darusollihin Kalijaga. The gorup divided to two classes; they were experiment and control class. 26 students in experimental class and 25 students in control class. In which experiment class consists of 12 males and 14 females and in control class consists of 10 males and 15 females. The researcher gave the critical thinking in reading test by using Three Stray One Stray Strategy to find the students’ critical thinking in reading. In analyzing the data the researcher used descriptive statistics and infrential statistics. Based on the data analysis was gotten that t-test was higher than t-table (5.325 > 1.753)with signification level 5%. Therefore alternative hypothesis accepted and null hypothesis rejected. Therefore, it concluded that there was significant effect of Three Stay One Stray towards Students’ Critical Thinking in Reading at MTs NW Darusollihin Kalijaga.

The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education

The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.

The Effect of Inquiry-Based Learning on Students’ Critical Thinking in Reading

This research was aimed to find out the significant effect of Inquiry-Based Learning on students’ critical thinking in reading at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok in academic year 2019/2020. This research was experimental research that categorized by pre-experimental One Group Pretest-Posttest design. The population of this research was at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok which consisted of 18 students and using surfeited sampling. The instrument of collecting the data was used multiple-choices and questionnaires. In this research, the writer rendered treatment and prepared a test in the form of multiple-choices to look the effect of Inquiry-Based Learning and questionnaires for look the critical thinking. The result of data analysis indicated at third-semester students of Faculty of Education, and Education of Science Qamarul Huda University, Bagu, Central Lombok attained high score on post-test whom were treated by Inquiry-Based Learning. It means that Inquiry-Based Learning gave a significant effect on critical thinking of students in reading. It was proven by the lowest and highest in pre-test score was 30 and 50 and post-test was 35 and 65. Then, the result of hypothesis testing was the alternative hypothesis accepted. It was provable that t-test was higher than t-table, which was the score of t-test was 3.81 and t-table in df 17 with significant 0.05 was 1.753.

Indonesian EFL Learners’ Critical Thinking in Reading: Bridging the Gap between Declarative, Procedural and Conditional Knowledge

Critical thinking is explicitly mentioned in many school and university curricula around the world including in the Indonesian education curriculum but it is rarely promoted inside the classrooms. Lack of agreement on its definition and clarity of instruction in the curriculum, the unfavourable culture and the teacher-centered teaching arguably prevent critical thinking to grow. Therefore, more research needs to be undertaken on students’ understanding of and engagement in critical thinking in reading. To fll the gap, this study was conducted, which aimed to investigate Indonesian learners’ critical thinking in reading. One research question was postulated, i.e., How critical are Indonesian EFL learners’ thinking in reading? To answer the question, a mixed method approach was undertaken. The participants of this study were 55 semesters four students enrolled in two classes of Critical Reading and Writing II (CRW2) of the English Education Study Program, Sanata Dharma University, Yogyakarta in the even semester of 2014. The instruments employed were a Likert-scale questionnaire and students’ reflections. Results from both quantitative and qualitative data analyses suggest that most of the students had sufficient declarative knowledge of critical thinking in reading. However, their procedural and conditional knowledge about critical thinking in reading were insufficient. Overall, students indicated some level of critical thinking in reading, but to become critical, they need to be in a learning environment where their critical thinking in reading could be regularly and intensively nurtured. The findings of the research are expected to inform English teachers, lecturers and researchers in Indonesia and other parts of the world about the importance of designing and carrying out the teaching-learning processes that can enhance learners’ declarative, procedural and conditional knowledge about critical thinking in reading.

A Directed Reading-Thinking Activity (Dr-Ta) Towards Students ‘Critical Reading

This current study aimed to find out whether DR-TA (Directed Reading- Thinking Activity) had a significant effect on the critical reading skills of the English department students of FPBS IKIP Mataram or not.The population of this research was 238 students and the samples were taken by using cluster random sampling technique the sample was 80 students which was consisted of 41 students in the control group and 39 students in the experimental. This research is quantitative with a quasi-experimental design: the non-equivalent control group design. To obtain the data needed, the instrument was administered namely tests which was consisted of pre-test and post-test. Pre-test was applied to obtaining the primary data meanwhile the post-test was applied after the treatment accomplished. The data on the reading test was analyzed by using descriptive statistic and inferential statistics. The result of data analysis showed that the experimental group mean score on pre-test was 62.5 and posttest was 73.07, meanwhile the result of control group means score on pre-test was 57.92 and post-test 64.25. There was an improvement of the students in each group from pre-test to post test. And the result hypothesis or inferential analysis proved that t-test score was higher than the result t-table (3.843>1.990) with degree of freedom (df) was 75 in significant level 95% or α = 0.05. It can be concluded that DR-TA Strategy has significant effect on critical reading skills of the English department students of FPBS IKIP Mataram. The effect was significant because DR-TA Strategy lead the students to have prediction before reading, create background knowledge, analyzing the fact to support the prediction, confirming the prediction and evaluating the text and context in order to have comprehensive comprehension. The results of this research hopefully could be an alternative strategy in teaching critical thinking in reading and could be reference for further researchers

A Directed Reading-Thinking Activity (Dr-Ta) Towards Students ‘Critical Reading

This current study aimed to find out whether DR-TA (Directed Reading- Thinking Activity) had a significant effect on the critical reading skills of the English department students of FPBS IKIP Mataram or not.The population of this research was 238 students and the samples were taken by using cluster random sampling technique the sample was 80 students which was consisted of 41 students in the control group and 39 students in the experimental. This research is quantitative with a quasi-experimental design: the non-equivalent control group design. To obtain the data needed, the instrument was administered namely tests which was consisted of pre-test and post-test. Pre-test was applied to obtaining the primary data meanwhile the post-test was applied after the treatment accomplished. The data on the reading test was analyzed by using descriptive statistic and inferential statistics. The result of data analysis showed that the experimental group mean score on pre-test was 62.5 and posttest was 73.07, meanwhile the result of control group means score on pre-test was 57.92 and post-test 64.25. There was an improvement of the students in each group from pre-test to post test. And the result hypothesis or inferential analysis proved that t-test score was higher than the result t-table (3.843>1.990) with degree of freedom (df) was 75 in significant level 95% or α = 0.05. It can be concluded that DR-TA Strategy has significant effect on critical reading skills of the English department students of FPBS IKIP Mataram. The effect was significant because DR-TA Strategy lead the students to have prediction before reading, create background knowledge, analyzing the fact to support the prediction, confirming the prediction and evaluating the text and context in order to have comprehensive comprehension. The results of this research hopefully could be an alternative strategy in teaching critical thinking in reading and could be reference for further researchers.

A Directed Reading-Thinking Activity (Dr-Ta) Towards Students ‘Critical Reading

This current study aimed to find out whether DR-TA (Directed Reading- Thinking Activity) had a significant effect on the critical reading skills of the English department students of FPBS IKIP Mataram or not.The population of this research was 238 students and the samples were taken by using cluster random sampling technique the sample was 80 students which was consisted of 41 students in the control group and 39 students in the experimental. This research is quantitative with a quasi-experimental design: the non-equivalent control group design. To obtain the data needed, the instrument was administered namely tests which was consisted of pre-test and post-test. Pre-test was applied to obtaining the primary data meanwhile the post-test was applied after the treatment accomplished. The data on the reading test was analyzed by using descriptive statistic and inferential statistics. The result of data analysis showed that the experimental group mean score on pre-test was 62.5 and posttest was 73.07, meanwhile the result of control group means score on pre-test was 57.92 and post-test 64.25. There was an improvement of the students in each group from pre-test to post test. And the result hypothesis or inferential analysis proved that t-test score was higher than the result t-table (3.843>1.990) with degree of freedom (df) was 75 in significant level 95% or α = 0.05. It can be concluded that DR-TA Strategy has significant effect on critical reading skills of the English department students of FPBS IKIP Mataram. The effect was significant because DR-TA Strategy lead the students to have prediction before reading, create background knowledge, analyzing the fact to support the prediction, confirming the prediction and evaluating the text and context in order to have comprehensive comprehension. The results of this research hopefully could be an alternative strategy in teaching critical thinking in reading and could be reference for further researchers.

Indonesian EFL Learners’ Critical Thinking in Reading: Bridging the Gap between Declarative, Procedural and Conditional Knowledge

Critical thinking is explicitly mentioned in many school and university curricula around the world including in the Indonesian education curriculum but it is rarely promoted inside the classrooms. Lack of agreement on its definition and clarity of instruction in the curriculum, the unfavourable culture and the teacher-centered teaching arguably prevent critical thinking to grow. Therefore, more research needs to be undertaken on students’ understanding of and engagement in critical thinking in reading. To fll the gap, this study was conducted, which aimed to investigate Indonesian learners’ critical thinking in reading. One research question was postulated, i.e., How critical are Indonesian EFL learners’ thinking in reading? To answer the question, a mixed method approach was undertaken. The participants of this study were 55 semesters four students enrolled in two classes of Critical Reading and Writing II (CRW2) of the English Education Study Program, Sanata Dharma University, Yogyakarta in the even semester of 2014. The instruments employed were a Likert-scale questionnaire and students’ reflections. Results from both quantitative and qualitative data analyses suggest that most of the students had sufficient declarative knowledge of critical thinking in reading. However, their procedural and conditional knowledge about critical thinking in reading were insufficient. Overall, students indicated some level of critical thinking in reading, but to become critical, they need to be in a learning environment where their critical thinking in reading could be regularly and intensively nurtured. The findings of the research are expected to inform English teachers, lecturers and researchers in Indonesia and other parts of the world about the importance of designing and carrying out the teaching-learning processes that can enhance learners’ declarative, procedural and conditional knowledge about critical thinking in reading.

THE EFFECT OF STRUCTURED DYADIC METHODS (SDM) TOWARDS STUDENTS’ CRITICAL THINKING IN READING

This research was aimed at finding out the effect of structured dyadic methods (SDM) towards students’ critical thinking in reading. The research was experimental research and design was used pre experimental design with pre-test and post-test. The population of study was the eighth grade students of SMP Muhammadiyah Mataram which consists of one class. The sample of this study was one class consists of 17 students as experimental group without control group. The method used was pre experimental research with one group pretest-posttest design. The technique in collecting data the students were given pretest, treatment and posttest. The data were analyzed by using t-test. The result showed that the Structured Dyadic Methods (SDM) has positive effect because t-test 3.903 ≥ t-table 2.120 in 0,05 percent level of significant. Based on the result of this investigation, it was proved that the null hypothesis (Ho) was clearly rejected. Therefore the alternative hypothesis (Ha) is accepted. Thus this study can be concluded there has significance effect of structured dyadic methods (SDM) towards students’ critical thinking in reading at eight grade students of SMP Muhammadiyah Mataram in academic year 2017/2018.

Using Cooperative Learning In Teaching Critical Thinking In Reading

This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.Keywords: cooperative learning, critical thinking

Come Back to the Text, Shirley. A Response to ‘Bears don't need phonics: an examination of the role of drama in laying the foundations for critical thinking in reading’ (RIDE, 4.1)

L'auteur revient sur l'article de David Montgomerie paru dans Research in drama education, n°1, vol.4, 1999. Si la demonstration de l'auteur quant a l'utilite du theâtre pour le developpement de la comprehension en lecture lui parait incontestable, l'argumentation quant a l'acces au developpement de la pensee critique a l'aide des oeuvres dramatiques citees lui semble moins evident alors qu'il s'agissait la de l'objectif de l'article comme l'indiquait le titre.

A Study of Individually Formulated Purposes for Reading

FOR MANY years psychologists and educators I have argued that a reader's purpose affects im portantly the reading product. Support for this belief has been found in a variety of studies in which subjects were directed to read material for purposes supplied by the researchers (6). More recently educators, notably Stauffer, (2, 4) have advanced the idea that the skill of setting one's own purposes for reading?selecting, appraising, questioning appropriately, and pursuing answers ?is the hallmark of the efficient reader. From this it has been argued that pupils should be trained to formulate reading purposes for them selves rather than constantly be told what to read to find out. It is reasoned that the latter method will yield dependence rather than independence in this critical reading-thinking skill. In reviewing research on the purpose variable in reading the writer failed to find any studies in which reader formulated as opposed to researcher supplied pur poses had been investigated.