Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia A Critical Reading Response (original) (raw)
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Mardiana Harahap, 2019
In this era, English has been the international language for communication in the world in every situation. So, everyone should learn about English and need the teachers to teach them. Teaching activities there is a process of transferring one's knowledge to other individuals or groups. Every teaching process or activity certainly requires an appropriate and effective method so that individuals or groups of people who are taught are able to understand what is taught. As we know, English is an international language that is used in the world as a language to communicate globally. So, English lessons have been taught and applied in Indonesia so that Indonesian citizens are also able to use English to be able to communicate widely in any field in the world. One of the English skills is reading, a skill that must be studied carefully. The methods that can be used are critical thinking and problem solving which are applied so that students are able to think critically about the reading texts they read, and are able to solve the problems they get from the reading texts and solve them by themselves. The Critical Thinking community defined critical thinking as "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven & Paul, 2007, p. 1). This article discusses the suggestions of critical-thinking and problem-solving methods into teaching English reading to EFL students in Indonesia. English as the global language that using by all of people in this world to communicate each other, in touching the efficient research in the reading of the comprehensive way through the definition or opinion of expert analysis by propagating research experts who discuss and review their research and conclude it. The conclusion is the method applied effectively to apply to students in teaching reading, students are able to think more critically and suggest their ideas in the book of text reading they read, and when they find the problems of the reading they have read them, they will be able to solve the problem with the critical thinking method. Problem solving and critical thinking as the one of strategy in teaching English can give the new solution for the teacher to teach the students as the variant way in teaching and make all of the students be active in the class than before, because every students have another ways to understand the text by themselves to solve the assignments that given by their teacher. Two strategies of the use of critical-thinking and problem-solving methods can help teachers to the skill teaching process reading the students to improve student's
Mardiana Harahap, 2019
In this era, English has been the international language for communication in the world in every situation. Everyone should learn about English and need the teachers to teach them. Teaching activities there is a process of transferring one's knowledge to other individuals or groups. In every teaching process or activity certainly requires an appropriate and effective method so that individuals or groups of people who are taught are able to understand what is taught. As we know, English is an international language that is used in the world as a language to communicate globally. So, English lessons have been taught and applied in Indonesia so that Indonesian citizens are also able to use English to be able to communicate widely in any field in the world. One of the English skills is reading, a skill that must be studied carefully. The methods that can be used are critical thinking and problem solving which are applied, because of that students are able to think critically about the reading texts they read, and are able to solve the problems they get from the reading texts and solve them by themselves. The Critical Thinking community defined critical thinking as "The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven & Paul, 2007). The article discusses the suggestions of critical-thinking and problem-solving methods into teaching English reading to EFL students in Indonesia. English as the global language that using by all of people in this world to communicate each other, in touching the efficient research in the reading of the comprehensive way through the definition or opinion of expert analysis by propagating research experts who discuss and review their research and conclude it. The conclusion is the method applied effectively to apply to students in teaching reading, students are able to think more critically and suggest their ideas in the book of text reading they read, and when they find the problems of the reading they have read them, they will be able to solve the problem with the critical thinking method. Problem solving and critical thinking as the one of strategy in teaching English can give the new solution for the teacher to teach the students as the variant way in teaching and make all of the students be active in the class than before, because every students have another ways to understand the text by themselves to solve the assignments that given by their teacher.Two strategies of the use of critical-thinking and problem-solving methods can help teachers to the skill teaching process reading the students to improve student's understanding in reading, but the teacher should know the way how to using the strategy depend on the situation of the class, so the strategies can be effective to improve students in reading skills.
KnE Social Sciences
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...
2019
The article talk about Teaching English Reading based on Suggesting Critical-Thinking and Problem-Solving Method for EFL Students in Indonesia which in this article discusses the importance of teachers teaching reading skills in oroblem solving methods for students in Indonesia and also increases the ability of both teachers and students to speak english well and class 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 methodin teaching english reading in the EFL classrooms.
Humaniora Vol 31, No 1, February, 2019
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-centred 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 fill 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 semester 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.
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This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading proc...
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This thesis reports on the effectiveness of a program which attempted to synthesize classroom practices informed by critical thinking, critical literacy and critical pedagogy in teaching reading to students who were learning English as a foreign language in a private university, in Bandung, West Java. The study utilized a qualitative research design, taking the characteristics of a case study. The data were obtained from several sources: 1) a teaching phase in which the researcher acted as a teacher, 2) questionnaires which were distributed at the beginning of the program to identify the students’ background in English language and also their basic knowledge in critical reading. The results of the questionnaire were used to determine the sequence of the teaching program and also the approach towards each student during the program, 3) collection of students’ works in various phases of the teaching program, by distributing a set of critical reading questions in every meeting which wa...