The Development of the Inquiry Complexity Reading Strategy (ICRS) in Online Academic Reading (original) (raw)
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Learning Development Extensive Online Based Reading in English Students UNTIRTA FKIP
Opcion, Año 35, Especial Nº 22 (2019): 2899-2921, 2019
The use of information technology in teaching English as a foreign language is essential and useful as a medium of teaching and learning. Yunus, et.al (2013) states that there are several benefts to using ICT; attracting students ‘ atten- tion, facilitating student learning, helping to improve students ‘ vocabulary knowledge and promoting meaningful learning. Related to it will be conduct- ed research development of an extensive reading learning online/web based in the English Department of Sultan Ageng Tirtayasa University. This develop- ment study was conducted to see the effectiveness of online-based learning in learning extensive reading (ER) to collect data, researchers use literature re- view, reading comprehension tests, observations and interviews. Learning Ex- tensive-based Reading online is implemented in learning Extensive reading. Researchers develop online learning by using WordPress as a program used to create learning websites Extensive reading. In the web it is flled with learning content, learning materials, discussion forums, and evaluation. Students are given some text via on line and they are asked to answer a test reading under- standing online. The results of this study show the following: (1) Learning to read by using WordPress as a learning medium can be one of the alternative and effective media; (2) WordPress is an online-based application that can be create for learning activities by designing it as a web of learning; (3) Word Press can be used as one of the alternative media in learning Extensive Read- ing Online (ERO); (4) ERO is effectively used in the extensive of Reading; and lastly (5) ERO motivates students in extensive reading learning. Keywords: reading comprehension, Extensive Reading online, ICT
The Effect of Inquiry-Based Learning Strategy on Critical Reading Skills
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Abstract Khalil, Ghazi Abdulaziz, (2023). The Effect of Inquiry-Based Learning Strategy on Jordanian EFL Tenth-Grade Students' Critical Reading Skills and their Attitudes towards it. Supervisor: Prof. Dina Abdulhameed Al-Jamal. This study investigated the effect of inquiry-based learning (IBL) on the critical reading skills of Jordanian tenth-grade EFL students and their attitudes towards it were also investigated. Participants in the study were 60 male students from Al-Taibah Comprehensive School for Boys at Al-Taibah and Al-Wistyah Directorate of Education in Irbid. The experimental and control groups were each assigned an equal number of students at random. The researcher designed an IBL strategy instructional program, a pre-/post critical reading test, and an attitudinal questionnaire in order to achieve the purpose of the study. The treatment lasted eight weeks during the first semester of the academic year 2022–23. Statistically significant differences (α = 0.05) were found between the pre-test and post-test mean scores attributable to IBL strategy use. The results also demonstrated that the participants' critical reading skills improved as a result of their participation in the program's reading activities. In addition, the study revealed that IBL strategy had a positive effect on students' attitudes towards employing the strategy under investigation. The participants described the instructional program as advantageous, engaging, and efficient. The current study recommended implementing the IBL strategy to improve students' critical reading skills. Keywords: Attitudes; Critical Reading Skills; EFL Learners; Inquiry-Based Learning Strategy.
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Journal of Languages and Language Teaching, 2022
This research aims to find out whether using Online Literature Circles to enhance the student's critical reading skills is effective or not. This research belongs to quantitative research using a pre-experimental design. The population of this research is eleventh-grade students of SMK N 1 Puring in the academic year of 2020/2021 which consists of 382 students. The sample of this research is XI TKPI 1 consist of 34 students. The data were taken virtual from 17th May 2021 to 31st May 2021. The technique of the data collection is using a test. It was done by giving an online pre-test and online post-test. Meanwhile, the technique of data analysis used descriptive analysis and inferential analysis. The result of this research shows that the mean score of the pre-test is 49.79 which belongs to fairly sufficient category, and the mean score of the post-test is 70.79 which belongs to the good category. To see whether the hypothesis is accepted or rejected, the researchers use t-test t...
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With the advancement of the 21st century, Indonesia, like other countries, is also facing challenges in education, particularly for primary and secondary school students. Undoubtedly, literacy is one of the crucial skills in 21st-century education, which encompasses critical thinking and critical reading skills. In an effort to maximize students’ critical reading skills, the researchers conducted virtual conferences and workshops for the teachers of English in primary and secondary schools on the practice of Literature Circle Strategy (LCS) to maximize students’ skills in critical reading. In total, 25 teachers from Malang City and 183 teachers from the Kediri area were included in the study. In Kediri, a one-day conference was held that focussed on the concepts and rules of practicing the LCS in online classes. In Malang, a virtual conference was held on the first day followed by a workshop on the second. While the first day was spent explaining the LCS to the participants, on the ...
Problem-Based Learning in an Online Reading Course to Stimulate Critical Thinking Skills
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN
Abstrak: Penelitian ini dilakukan untuk melihat bagaimana penggunaan Pembelajaran Berbasis Masalah (PBL) dalam pembelajaran online mata kuliah reading untuk menstimulasi keterampilan berpikir kritis, khususnya mahasiswa yang berpartisipasi dalam penelitian ini. Penelitian ini menggunakan pendekatan deskriptif. Sampel penelitian ini terdiri dari 6 mahasiswa semester tiga jurusan bahasa Inggris tahun ajaran 2020/2021 di salah satu universitas di Bogor. Untuk mendapatkan data, peneliti menggunakan wawancara sebagai instrumen. Hasil penelitian menunjukkan bahwa penerapan Problem Based Learning pada mata kuliah reading efektif untuk meningkatkan kemampuan berpikir kritis mahasiswa dan pelaksanaan kegiatan pembelajaran dengan menggunakan model Problem Based Learning efektif karena siswa dapat lebih memahami materi dan mendorong mereka untuk memecahkan masalah secara mandiri atau dalam kelompok. Kata Kunci: Pembelajaran Berbasis Masalah, Mata Kuliah Reading Online, Keterampilan Berpikir K...
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Abstract: Characterizing a critically-thinker second language learner as well as the way such characteristics can be developed and implemented in instructed second language have received momentum in applied linguistics. As a novel practice, this mixed-methods study was designed to feature a critically-thinker reader in developing both her critical thinking and reading abilities in the light of two novel instructional mechanisms (i.e., Asynchronous Web-based Collaborative (AWC) vs. Question-Answer-Relationship (QAR) instructional approaches). To this end, a sample of 89 Iranian EFL learners (Pilot group) were interviewed based on which first the features of a critically-thinker reader were extracted, analyzed and modeled via MaxQDA. Then, three groups of 154 language learners (i.e., Control, QAR & AWC) were exposed to its specific type of instruction. In addition to the extraction of “argumentation”, “judgment”, “dispositions”, “action”, “social cognition”, and “creativity” each with its sub-categories as the sub-traits of critically-thinker’s conceptual model, ANOVAs were run to analyze the quantitative data. It was observed that AWC group outperformed others both in critical reading and critical thinking features. So, it is theoretically and pedagogically implied that the developments of both cognitive traits (i.e. critical thinking) and the resultant language skills (i.e. reading skill) are subject to appropriate instructional approach/s. Gholam-