scholarly journals ANALISIS MEMBACA MAHASISWA DALAM UPAYA PENGEMBANGAN MODEL AJAR MEMBACA KRITIS (ANALYSIS OF STUDENTS’ READING IN ATTEMPT OF DEVELOPING CRITICAL READING LEARNING MODEL)

2020 ◽  
Vol 18 (1) ◽  
pp. 187
Author(s):  
Zubaedah Wiji Lestari
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Critical Reading ◽  
Science Study ◽  
Study Program ◽  
Reading Activities

This paper is a part of a study on developing critical reading of teaching models to improve students’ critical thinking skills. It was conducted based on existing data that most of the students do not have critical reading skills. The purpose of this study was to make a suitable teaching model for students’ critical reading which was able to improve their critical thinking abilities. The method used in this writing was research and development. The instrument used in collecting data was observation, questionnaires, and interviews. The inquiry was conducted at Nusantara Islamic University by involving four classes as participants. Two of such classes belonged to the English Language Study Program, Faculty of Teacher Training and Science while the other two belonged to the Communication Science Study Program, Faculty of Communication Sciences. The results found some information about the students’ reading activities and their understanding of critical readings. AbstrakPenelitian ini merupakan bagian dari penelitian pengembangan model ajar membaca kritis untuk meningkatkan kemampuan berpikir kritis mahasiswa. Penelitian dilakukan berdasarkan data bahwa sebagian besar mahasiswa belum memiliki kemampuan membaca kritis. Tujuan penelitian ini adalah untuk membuat model pengajaran membaca kritis bagi mahasiswa yang sesuai dan diharapkan mampu meningkatkan kemampuan berpikir kritis mereka. Metode yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Instrumen yang digunakan untuk mengumpulkan data adalah observasi, kuesioner, dan interviu. Penelitian dilakukan di  Universitas Islam Nusantara dengan melibatkan empat kelas sebagai partisipan. Dua kelas di Program Studi Bahasa Inggris, Fakultas Keguruan dan Ilmu Pengetahuan dan dua kelas di Program Studi Ilmu Komunikasi, Fakultas Ilmu Komunikasi. Hasil penelitian ini telah menemukan data awal berupa informasi mengenai hal yang berkenaan dengan aktivitas membaca siswa dan pemahaman mereka mengenai membaca kritis.

scholarly journals Character Development for Class IX Students through Critical Reading Activities at MTs Nurul Hikmah and Driewanti Middle School Bekasi, West Java

2020 ◽  
Vol 1 (1) ◽  
pp. 8-12
Author(s):  
Nicky Rosadi ◽  
Priyono ◽  
Sigit Widiyarto
Keyword(s):  
Middle School ◽  
Language Learning ◽  
Community Service ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Service Activity ◽  
Reading Activities ◽  
The City

Indonesian Language Learning does not merely achieve Indonesian language skills, but leads to an increase in the ability to think critically and creatively. In this regard, one way to improve the ability to think critically and creatively through reading activities. Therefore, one type of reading skills that can improve critical thinking skills is critical reading skills. The aim of community service is to foster student character through critical reading activities. This community service activity will be held in two schools in the city of Bekasi. Participants in this activity were students of class IX at MTs Nurul Hikmah and Driewanti Middle School Bekasi. In this school there are two classes of class IX class, with 42 students.

scholarly journals EFL STUDENTS’ ATTITUDE TO CRITICAL READING

2021 ◽  
pp. 93-96
Author(s):  
Nataliia Hromova
Keyword(s):  
Critical Thinking ◽  
Reading Instruction ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Habits Of Mind ◽  
Critical Reading ◽  
Intermediate Students ◽  
English Classes ◽  
General Importance

. Critical thinking skills are one of the key requirements for a modern specialist in the professional world nowadays. Applying critical thinking while reading texts must become the essential approach to dealing with information. This study focuses on an exploratory investigation of the students’ attitude to critical reading tasks at the English classes. The present survey aims at exploring low-intermediate students’ attitude to critical reading assignments used at the English classes. The main tasks are the following: 1) to carry out a survey on students’ attitude towards critical reading and critical reading instruction at university; 2) to test the students’ critical reading skills; 3) to interview the students on their assessment of the reading tasks to identify the habits of mind available to develop their critical reading skills. The data were collected from the students’ questionnaire, the critical reading test and the students’ interviews. The findings support the results of the foreign researchers’ surveys about the lack of curiosity, relevant habits of mind and the majority of textbooks containing factual tasks which hinder the development of the readers’ critical attitude to information. Although the students admitted the general importance of critical reading, they did not seem to understand the essence of these skills and showed indifference to critical reading tasks during the second and third stages of the experiment. Thus, the prospects of the further research aim at designing and implementation of a reading English texts program for university low-intermediate students which could involve more critical reading assignments to promote critical habits of mind.

scholarly journals Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

2021 ◽  
Vol 16 (4) ◽  
pp. 2049-2069
Author(s):  
Shaye Alshaye
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Reading Skills ◽  
Digital Storytelling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.   Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

scholarly journals Students’ critical thinking ability in analyzing descriptive paragraph

2021 ◽  
Vol 7 (3) ◽  
pp. 462
Author(s):  
Patahuddin Patahuddin ◽  
Syawal Syawal ◽  
Amri Amri
Keyword(s):  
Critical Thinking ◽  
English Language ◽  
Language Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Critical Thinking Ability ◽  
Interview Guide ◽  
Thinking Ability ◽  
The University

Learning that is oriented to the development of critical thinking skills is one of the main priorities of an educator in their learning activities. This study aims to analyze students' critical thinking skills in analyzing a descriptive paragraph. This study uses a descriptive method with a quantitative approach. This research will be carried out during the odd semester of the academic year 2021/2022. The subjects of this study were all 1st-semester students in the English language education study program FKIP UMPAR which consisted of 18 students. The research instruments are observation and interview which involves the descriptive paragraphs observation and the interview guide sheet. Data analysis using descriptive statistical analysis. Referring to the data gained in the study, the researcher found that the critical thinking ability of students to analyze a descriptive paragraph was still very low. It was discovered that students' critical thinking skills in analyzing descriptive paragraphs were in a low category, students achieving a score below the minimum graduation standard set by the university. The data is also reinforced by the results of interviews which show that students are not accustomed to doing English paragraph analysis.

scholarly journals Importance of Evaluative Reading for the Development of Critical Thinking

2019 ◽  
Vol 2018 (1) ◽  
pp. 344
Author(s):  
Michio Mineshima ◽  
Rie Imai
Keyword(s):  
Critical Thinking ◽  
Reading Instruction ◽  
Reading Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Other ◽  
Critical Reading ◽  
Japanese Education ◽  
Level 3 ◽  
Level 2

Critical thinking is widely recognized as important in Japanese education including English teaching, as is stipulated, for instance, in MEXT’s Course of Study. However, there is no clear indication that students are successfully learning this generic higher-order thinking skill in secondary- or tertiary-level education. One way to enhance critical thinking is Level 3 reading instruction. This paper shows how Level 3, or evaluative, reading instruction in EFL classrooms can foster learners’ critical reading and by extension critical thinking skills. The other two levels of reading are factual (Level 1) and interpretive/inferential (Level 2). By comparing two different versions of an interpretation of the same text, one using Level 2 reading and the other using Level 3 reading, the authors demonstrate the crucial importance of Level 3 evaluative reading for the development of learners’ critical reading skills. 日本の教育における批判的思考力の重要性は，文科省の学習指導要領の規定にみられるように，広く認められている。しかし，この汎用的高次思考力が高等教育や大学教育において十分に習得されているようには思われない。批判的思考力を伸ばす一つの方法がレベル3の読みである。本稿は，英語の授業においてレベル3の読み，すなわち評価読みの指導が学習者の批判的読みを，ひいては批判的思考力を伸ばす可能性について論じる。他の二つの読みは，レベル１の事実読みとレベル2の解釈・推論読みである。同一テキストをレベル2とレベル3の2つの読みで解釈し，両者の違いを比較することで，レベル３の読みが学習者の批判的読みの技能の伸長にいかに重要であるかを論証する。

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

2021 ◽  
Vol 8 (2) ◽  
pp. 508-522
Author(s):  
Ryani Yulian
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Thinking Skills ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Critical Reading

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. 

scholarly journals Active teaching model to promote critical thinking

2019 ◽  
Vol 72 (1) ◽  
pp. 293-298
Author(s):  
Fábio da Costa Carbogim ◽  
Larissa Bertacchini de Oliveira ◽  
Melina Mafra Toledo ◽  
Flávia Batista Barbosa de Sá Diaz ◽  
Greicy Kelly Gouveia Dias Bittencourt ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Educational Intervention ◽  
Life Support ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Model ◽  
Active Teaching ◽  
Two Phases ◽  
Teaching Learning

ABSTRACT Objective: To present the experience of elaboration and implementation of the Active Teaching Model to Promote Critical Thinking (MEAPC), associated to Problem-Based Learning (PBL), for undergraduate students in Nursing. Method: Case report on the experience of the educational intervention (MEAPC + PBL) with undergraduate students in Nursing, in a 20-hour course on Basic Life Support (BLS). The MEAPC was validated by judges to guide the analysis of clinical cases. Critical Thinking (CT) skills were assessed using the California Critical Thinking Skills Test. Result: The educational intervention took place in two phases: elaboration and implementation, allowing not only the production of knowledge about BLS, but also the development of CT and exchange of experiences for teaching-learning. Conclusion: The association of the MEAPC to the PBL in the course of BLS organized the learning, gave opportunity to acquire knowledge and to stimulate the skills of the CT.

scholarly journals Implementasi model controversial issue dalam mata kuliah Pendidikan Kewarganegaraan

2018 ◽  
Vol 15 (1) ◽  
pp. 62-73
Author(s):  
Alfiandra Alfiandra ◽  
Sani Safitri ◽  
Puspa Dianti
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Education Program ◽  
Citizenship Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Controversial Issue ◽  
Teaching Model ◽  
Classroom Action Research

Artikel ini bertujuan untuk menunjukkan efektifitas model pembelajaran controversial issue dalam meningkatkan kemampuan berfikir kritis mahasiswa pada mata kuliah Pendidikan Kewarganegaraan di Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. Metode penelitian yang digunakan adalah penelitian tindakan kelas (classroom action research) sebanyak tiga siklus dimana setiap siklus melalui tahapan perencanaan, pelaksanaan, observasi, evaluasi dan refleksi. Hasil penelitian menunjukkan bahwa implementasi model pembelajaran controversial issue dapat meningkatkan kemampuan berfikir kritis mahasiswa dalam pembelajaran mata kuliah Pendidikan Kewarganegaraan. Peningkatan kemampuan berfikir kritis tersebut terlihat pada keterampilan mahasiswa dalam mengidentifikasi masalah, mendefinisikan masalah, mengeksplorasi masalah, mengevaluasi dan mengintegrasikan berbagai macam solusi menjadi suatu jawaban yang komprehensif terhadap suatu permasalahan.--------------------------------------------------------------------------------------------------------------------------------This article tries to reveal the effectiveness of controversial issue based teaching model to increase students’ critical thinking skills at Unit Pelaksana Teknis Mata Kuliah Pengembangan Kepribadian Universitas Sriwijaya. It was a classroom action research with three cycles, each of which consists of planing, observation, evaluation and reflection. The results reveal that the implementation of controversial issue based teaching model can increase students’ critical thinking skills in Citizenship Education Program. This increasing of critical thinking skills was indicated by the skills to identify problem, to define problem, to explore problem, to evaluate, and to integrate any kinds of solutions in order to comprehend the problem.

scholarly journals ACTUATING READING COMPREHENSION THROUGH GENRE-BASED DIRECTED READING THINKING ACTIVITIES (G-BDRTA) VIEWED FROM CRITICAL THINKING SKILLS

2020 ◽  
Vol 8 (4) ◽  
pp. 402
Author(s):  
Ahmad Hanan ◽  
Muhammad Muhlisin ◽  
Taufik Suadiyatno
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Equivalent Control ◽  
Directed Reading ◽  
Reading Activities ◽  
Student Team

The significance of reading comprehension for learners’ English mastery makes English teachers need to help learners to activate their background knowledge related to texts being read and promote the use of reading techniques. In this study, researchers applied the genre-based directed reading thinking activities (G-BDRTA). Genres here are oriented to provide learners with various text types for reading activities. Consequently, this study was aimed at actuating learners’ reading comprehension through genre-based directed reading thinking activities (G-BDRTA) viewed from critical thinking skills. This study was classified as an experimental study using non-equivalent control group design. This study was conducted at SMAN 1 Lingsar. There were 62 learners involved in this study. The learners were divided into two groups and each group embraces 31 learners. One group becomes an experimental group which is subjected to the G-BDRTA strategy and the other group is subjected to the control group treated using student-team-learning (STL) strategy. To find out the data, researchers used a reading test and critical thinking test as research instruments. Then, the data were analyzed using Two-Way-ANOVA. Based on the data analysis, there is a significant effect of G-BDRTA strategy on students’ reading comprehension viewed from critical thinking skills.

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