Critical Literacy-Based Instruction In Teaching Reading: Insights And Challenges (original) (raw)
Related papers
2017
Critical Literacy approach suggests that teaching reading should not only be focused on language but also on developing students’ critical literacy. This article discusses the findings of research focusing on strategies used in developing critical literacy in Reading class at English Education Department of Muhammadiyah University of Surakarta and challenges faced by the lecturers in developing students’ critical literacy. The subjects were 20 English Education Department students and three lecturers of Reading. The data were collected using interview, observation, and documentation. They were analyzed through data reduction, data display for categorization and conclusion by using relevant framework of critical literacy. The findings showed that the strategies used by the lecturers include using various texts, stimulating the students’ interest, asking critical questions, discussing questions collaboratively, and writing summary and response. The challenges faced by the lecturers in...
Journal of Education and Learning (EduLearn)
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...
Critical Literacy in Indonesian EFL Reading Materials
LINGUA: Jurnal Bahasa dan Sastra, 2020
In respond to 21 st century demands, the society needs to acquire certain core skills and competences. In line with the demands, many countries including Indonesia possess more focus on implementing approaches and teaching and learning framework to promote critical thinking and literacy. Critical literacy approach suggests that reading should not only focus on language but also on developing students' critical literacy. Critical literacy encourages students to question, analyze what they read, listen and accept and to reveal various point of views. This paper discusses how critical literacy is integrated in Indonesian EFL reading material, its challenges and opportunities. Based on the literature study, beside its positive impacts of the integration of critical literacy on reading materials, critical literacy in reading has not been implemented immensely yet due to certain reasons.
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.
EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia
Journal on English as a Foreign Language
While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that t...
My goal in choosing the title of this article "Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia" is to review and reading critically of this article. This research reports on a course focusing on the explicit applying of Critical Thinking and Problem-Solving into Teaching English Reading to EFL Students in Indonesia (Sadri, dkk : 2019). In this research also believe that critical thinking and problem solving will help language learners to keep up and development more understanding to get information on the text (Sadri, dkk : 2019). According to Dianti (2015) outlined a number of key points on the application of thinking and its correlation to critical reading. The study points out that there is significant and positive impact of the application critical thinking to students' level of language proficiency in reading skill in terms of extending use of vocabulary, main topic and cause-effect identification, outlining details, figuring out the stance and the purposes of the writer, and inferring skills. Problem solving and critical thinking method could provide more advance insight to teacher to engage with the classroom environment on teaching reading comprehension to EFL students. it may help teacher to activate and consolidate prior knowledge and different ability of students to decode, understanding, and solve the task within the reading text. This study was conducted through reviewing a number of literatures outlining the implementation of the method in teaching English reading in the EFL classrooms (Sadri, dkk : 2019).
2010
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...
Eurasian Journal of Educational Research, 2017
This study aimed to measure the effect of the critical literacy approach on pre-service language teachers' critical reading skills. The critical reading skills measured consisted of six levels: interpretation, analysis, inference, evaluation, explanation, and selfregulation. Research Methods: This study was designed as a quasi-experiment which involved 56 pre-service teachers studying at the Indonesian Language Teaching Department, Universitas Negeri Makassar, Indonesia. Research data was collected using a critical reading test. Prior to the study, a package of instructional materials was developed for the
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
The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension
Jurnal Pendidikan dan Pengajaran
Developing students' critical thinking and reading comprehension is crucial, particularly for those in colleges, because they need to read numerous scientific journals and textbooks written in English. Therefore, students need to employ critical reading strategies to raise their critical thinking skills for a successful academic life. However, current studies have shown a lack of critical thinking strategies among Indonesian students, thereby leading to various academic problems, particularly the inability to comprehend English. Therefore, this research aims to explore critical reading's role to support students' critical thinking and reading comprehension skills when reading a text. This is a qualitative research with the purposive random technique used to obtain data from seven (7) EFL non-English major undergraduate students in their 2nd semester through three (3) short argumentative texts, a semi-structured interview, and students' answers in written forms. The results showed that students developed their critical thinking skills and improved their reading comprehension in varying degrees by exposure to numerous tasks.