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 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 The Analysis of Critical Thinking Skill of Version P21 in Solving the Problems of Two Dimensional Arithmetic Derived from the Implementation of Guided Discovery Learning

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Afif Alfa Robi ◽  
Hobri . ◽  
Dafik .
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Two Dimensional ◽  
Guided Discovery ◽  
High Category ◽  
Thinking Ability ◽  
Level 3 ◽  
Level 2 ◽  
Very High

This study aims to analyze the critical thinking skills of P21 students in solving Arithmetic Two Dimensional problems through the application of Guided Discovery Learning. GDL is a learning process that occurs when students are not presented  with material in final form but learners are expected to organize their own material with guidance from educators if needed. Implementation of GDL in learning process is expected to improve students' thinking ability, especially critical thinking ability version P21. According to P21, in the 21st century, every individual is required to have 4C's skills in order to compete globally and one of 4C's skills is critical thinking. By having these skills, learners are expected to achieve success in life and work. The subjects of this study are discrete mathematics class students, as many as 64 students. Research steps are by providing initial knowledge of Two Dimensional Arithmetic materials through GDL method and Student Worksheet (LKM) then at the end of student learning work on Test Mastery of Teaching Materials (TPBA). The test results are then analyzed using the P21 critical thinking indicator that is reasoned effectively, using a system of thinking, making judgments and decisions. From the analysis result of Teaching Material Mastery Test obtained data about critical thinking level of students, in class A there are 25 students being in very high category (level 4), 10 students are in high category (level 3) and 9 students are in medium category (level 2). While in class C there are 22 students being in very high category (level 4), 4 students are in high category (level 3) and 4 students are in medium category (level 2). The study also produced a two dimensional arithmetic monograph. From the results of this study can be concluded that the application of GDL has a positive effect in developing students' critical thinking skills in solving two-dimensional arithmetic problems.

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 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 Penerapan Model PBL berbasis Outdoor Study dalam Peningkatan Keterampilan Berpikir Kritis & Kemampuan Argumentasi Siswa

2020 ◽  
Vol 8 (1) ◽  
pp. 17
Author(s):  
Nunun Nurhasanah ◽  
Anna Fitri Hindriana ◽  
Sulistyono Sulistyono
Keyword(s):  
Critical Thinking ◽  
Positive Response ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Pretest Score ◽  
Quasi Experimental ◽  
Level 1 ◽  
Level 2 ◽  
Pbl Model

This study aims to determine the effect of the application of the PBL learning model to the improvement of critical thinking skills and the ability to argue students of SMA Negeri 1 Salem class X even semester� 2018/2019 on the concept of environmental pollution. The research method used is quasi-experimental. The study was conducted in two meetings. Learning activities are divided into two parts, namely learning activities outside the classroom (outdoor study) during the PBL 1-3 phase and learning in the classroom during the PBL 4-5 phase. The results showed� the application of the PBL model based on outdoor study was carried out well� there was an increase in the score of students' critical thinking skills at a pretest score of 18.9 to a posttest of 23.69� the ability of student argumentation in the average experimental class is at level 2, meaning that students already have the ability to submit claims or opinions built by students based on their knowledge and students are able to provide reasons or data to support the claim statement. Control class argumentation ability is at level 1� the positive response of students to learning PBL models based on outdoor studies is 89.4% with very strong criteria.

Critical Thinking

2019 ◽  
pp. 255-276
Author(s):  
Karen S. C. Thomas
Keyword(s):  
Critical Thinking ◽  
Language Arts ◽  
Reading Instruction ◽  
Professional Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Language Arts Teachers ◽  
Reflective Process ◽  
Arts Teachers

Teaching critical thinking skills to students has become a central focus the language arts classroom. It is therefore important to examine what critical thinking may look like for the language arts teacher: How do language arts teachers come to know and understand? How do language arts teachers engage in critical thinking in order to enhance their pedagogical practices? This chapter examines the ways in which teachers' involvement in developing their critical thinking skills can aid them in establishing their knowledge and understandings. The chapter explores findings from a study that involved teachers in Grades 2 and 4 in the development of a framework for reading instruction in the primary grades. These findings make a case for encouraging teachers to engage in critical thinking in professional learning communities that foster professional development and collaboration in an active and reflective process.

scholarly journals Hoax News: Promoting the Students’ Critical Thinking in Critical Reading Class

2017 ◽  
Vol 10 (2) ◽  
pp. 122
Author(s):  
Sri Haryati ◽  
Diyah Nur Hidayati
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Reading ◽  
Authentic Materials ◽  
Reading Materials ◽  
Scoring Rubric ◽  
Essay Test ◽  
High Order Thinking

Critical thinking is vital for graduates in facing the dynamic life in order to strengthen their analysis ability and providing alternative solution towards the current problem. It is essential that units, courses, and material teach the critical thinking process have to provide an opportunity for students to excoriate certain problem and present the harmonious flow of thinking. Hoax news, the trending issue in a society as the reading materials, has abundance aspect to be criticized by students. Moreover, it has its own authenticity to be brought into a critical reading class as authentic materials which was not broadly discussed yet. This study aimed at paving the ways to improve the students’ critical thinking skills through reading hoax news. It is conducted to investigate the usage of hoax news in teaching critical reading for undergraduate students as well as particularize how far hoax news can enhance studenst’ critical thinking. This study employed classroom action research design. The subject of the study was the 31 students joining the critical reading class. The data were gotten from observation, document analysis and test. The essay test was the instrument used to assess the students’ critical thinking which later adopted the model of the Holistic Critical Thinking Scoring Rubric (HCTSR). The result of the study showed that using of hoax news significantly improve the students’ critical thinking followed by the development of interpretation, analysis and identification ability. The number students posed strong thinking increased from 6.45% to 72,2%. Using critical thinking can promote students’ high order thinking since it drives students to consider the fact and fake which demanding the high analysis and deep interpretation toward the presented text.   Keywords: Critical thinking, hoax news, teaching materials. INDONESIAN ABSTRACT Berpikir kritis merupakan hal yang penting dalam mengahadapi hidup yang dinamis untuk memperkuat kemampuan analisis serta memberikan alternatif solusi dalam memecahkan masalah yang dihadapi saat ini. Sangatlah penting dalam setiap unit pembelajaran, perkuliahan dan materi mengajarkan proses  berpikir kritis untuk menyiapkan siswa dalam menghadapi berbagai masalah dan merepresentasikan pemikiran secara runtut. Hoax News (Berita Hoax), permasalahan aktual di masyarakat, sebagai bahan bacaan menyuguhkan berbagai aspek untuk siswa kritisi. Terlebih, berita hoak mempunyai nilai autentik untuk dapat digunakan di kelas critical reading sebagai materi otentik yang belum banyak dibahas. Penelitian ini bertujuan untuk mengungkapkan cara meningkatkan berpikir kritis siswa dengan menggunakan hoax news sebagai bahan bacaan. Selain itu, penelitian ini berupaya mengungkap penggunaan berita hoak dalam mengajarkan kritikal reading bagi siswa serta mengetahui seberapa jauh berita hoal dapat meningkatkan kemampuan berpikir kritis siswa. Penelitian ini menggunakan desain penelitian tindakan kelas. Data diperoleh dari observasi, analisis dokumen dan tes. Tes berbentuk uraian (essay) merupakan instrumen penelitian yang digunakan untuk mengukur tingkat berpikir kritis siswa yang mana rubric penilaian model Holistic Critical Thinking Scoring Rubric (HCTSR) diadopsi untuk keperluan ini. Pengamatan juga dilakukan untuk mendukung perolehan data dalam penelitian ini. Hasil penelitian menunjukkan bahwa penggunaan hoax news secara signifikan dapat meningkatkan tingkat berpikir kritis siswa yang diikuti dengan meningkatnya kemampuan interpretasi, analisis dan identifikasi. Jumlah siswa yang memiliki kemampuan berpikir kritis yang kuat meningkat dari 6.45% menjadi 72,2%. Menggunakan berita hoak dapat meningkatkan kemampuan berpikir kritis karena materi ini memacu siswa untuk berpikir kritis dan melakukan analisa mendalam pada teks yang disajikan. Kata kunci: berfikir kritis, berita Hoax, materi mengajar

scholarly journals Using Newspapers as Learning Media to Teach Reading Skills

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Brigitta Septarini Rahmasari
Keyword(s):  
Critical Thinking ◽  
Reading Skills ◽  
Main Idea ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Authentic Material ◽  
Amount Of Information ◽  
Unlimited Amount

For teachers the newspaper offers a special attraction. It has been called the living textbook and it lives up to that name. The newspaper can be used to enhance skills in reading. Critical thinking is the natural outgrowth of using a newspaper to learn. Unlike textbooks, which are several years outdated by the time they get into students' hands, the newspaper comes alive with information. The newspaper expands the curriculum with an unlimited amount of information to use as background for learning activities. These activities will help students improve their reading skills. These skills are how to find the main idea, how to increase vocabulary, how to find detail, how to make inference and how to find reference. They will employ many critical  thinking  skills  as  they are  required  to  interact  with  the  authentic material found in the newspaper.

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