scholarly journals The Application of Critical Thinking in Teaching English Reading

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Jun Xu
Keyword(s):  
Critical Thinking ◽  
Teaching English ◽  
English Reading

scholarly journals Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia

2019 ◽  
Author(s):  
Idris Sadri ◽  
Rahmah Fithriani ◽  
Saidurrahman . ◽  
Maryati Salmiah ◽  
Sholihatul Hamidah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
English Language ◽  
Language Ability ◽  
Teaching English ◽  
Language Competence ◽  
English Reading ◽  
Teachers And Students ◽  
Efl Students ◽  
Increasing Demand

This article outlines the suggestion of critical-thinking and problem-solving into method to teach English reading to Indonesian EFL students. Since both terms could be elusively conceived by broad members of English language teacher or instructor and also the increasing demand of advance English proficiency, it could be perceived that picking up critical-thinking and problem-solving into teaching English reading in the EFL classroom would benefit to both teachers and students’ classroom achievement regarding to their distinguished purposes on the language ability. The study was conducted through reviewing a number of literatures outlining the implementation of the method in teaching English reading in the EFL classrooms. Moreover, the study also investigated the strengths and the weaknesses of the implementation of the method looked up through the vary of variables and cases on its implementation. It could be expected that this article could propose an idea to teaching English more effectively, efficiently, and advancing teachers and students’ level of English language competence

scholarly journals Innovation in the classroom: Engaging English as a foreign learning students using project-based learning

LingTera ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 61-67
Author(s):  
Alif Karyawati ◽  
Ashadi Ashadi
Keyword(s):  
Critical Thinking ◽  
Teaching Strategies ◽  
Learning Process ◽  
Project Based Learning ◽  
Instructional Approach ◽  
Teaching English ◽  
English Drama ◽  
New Learning ◽  
Speaking Skill

Project based learning (PBL) is an instructional approach that focuses on student centre learning, learning process, and students’ autonomy. This study was conducted at International Class Program in one of universities in Salatiga. Furthermore, this study explained the teaching strategies by using project based learning in English drama class. The researcher used a case study as the design and collected the data by using interview and observation. The participants of this study were an English drama lecturer and 20 students of International Class Program (ICP). The findings indicate that ICP students dominated the class especially to improve their speaking skill and the lecturer provided new learning atmosphere in teaching English by giving some activities which contains communication, critical thinking, collaboration, and creativity or 4Cs skills.

scholarly journals The essence of critical thinking and the stages of its development in English lessons

2020 ◽  
Vol 2 ◽  
pp. 93-96
Author(s):  
Sevda Ismayilova ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching English ◽  
New Approaches

Critical thinking is one of the new approaches in teaching English. The stages, advantages and techniques of critical thinking are studied in this article

scholarly journals Revisiting an English extensive reading program in a low “commercial” resources setting

2019 ◽  
Vol 14 (1) ◽  
pp. 71-88
Author(s):  
Christine Manara
Keyword(s):  
Critical Reflection ◽  
Reading Program ◽  
Tertiary Level ◽  
Teaching English ◽  
Extensive Reading ◽  
Teaching Activities ◽  
Teaching Context ◽  
English Reading ◽  
Reflective Evaluation ◽  
Graded Readers

This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.

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