Characterization and development of critically-thinker EFL readers’ reading ability: AWC vs. QAR approaches

Mohammadi, Moloud; Abbasian, Gholam-Reza; Siyyari, Masood

doi:10.1080/2331186x.2022.2148451

Cited by 4 publications

(4 citation statements)

References 54 publications

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“…This strategy helped the teacher to know how far students comprehend the text. Mohammadi et al (2022) pointed out that QAR instructional strategy was a comprehension strategy that encouraged students to find the information needed to respond to questions effectively. This view was clear that students could understand the text when necessary, and teachers need to accommodate relevant and suitable texts for students.…”

Section: Discussionmentioning

confidence: 99%

EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School

Apoko¹,

Marcellinda²

2023

edu

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Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.

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Section: Discussionmentioning

confidence: 99%

EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School

Apoko¹,

Marcellinda²

2023

edu

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“…Kemampuan membaca kritis ini akan mendorong siswa untuk berpikir kritis sehingga mereka mampu lebih peka terhadap social atau masalah yang ada di sekitar mereka. Critical thinking ini dianggap dapat mendorong dan membantu mempercepat perkembangan bahasa seseorang (Mohammadi et al, 2022).…”

Section: Admaunclassified

Membangun Pemikiran Kritis Melalui Metode Membaca Kritis Karya Sastra

HD,

Yuliatin,

Dewi

et al. 2023

ADMA

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Critical thinking has a pivotal role in enhancing the quality of thinking of humans. It is because it has impact on their quality of life. Consequently, encouraging and stimulating students is crucial in schools. This community service activity aims to eliciting the students’ critical thinking through critical reading method. Several steps were conducted in implementing this community service activity namely pretest, critical reading implementation, and posttest. The results of the activity show that critical reading pursue the students to more non-judgmental; therefore, they might be wiser to perceive differences. The students were encouraged to read deeply to the texts and interpret the story both explicitly and implicitly. The interpretation process is correlated by the phenomenon of society. Interpretation in literature works in more flexible that it depends on the knowledge and experiences of the readers. The students respect to the difference through the diversity of the interpretation. This activity is expected to be conducted continuously to drill students’ critical thinking.

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“…Critical thinking involves the ability to analyze and evaluate issues or situation (Etemadfar et al, 2020) leading to unveil solution. It is believed that through this way could be one of viable solutions to solve language problems and (Mohammadi et al, 2022) reveal that it could devote fruitful of effective and successful on language development skills. Implementing discourse analysis in pursuing critical discourse analysis is relevant to critical analytical strategy in creating more enjoyable learning other skill including reading and writing (Macgilchrist, 2021).…”

Section: Introductionmentioning

confidence: 99%

Tertiary EFL Female and Male Students’ Perception in Speaking Class: Gender-based Violence Issue

Dewi,

Yuliatin,

Sari

2024

SALEE

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Exploring how stories of gender-based violence boost students’ speaking. This article focuses on student’s experiences and captures phenomena of gender inequality, including sexual violence and domestic violence in the that may affect speaking . This study was implemented in the second semester for English literature students. The topic of gender violence was discussed in 14 meetings to tell stories related to gender issues. This research results show that females and males have different perspectives the implementation of gender-based context in speaking class. The majority of females excited in learning English through social issues, particularly on gender violence matters. However, males prefer to discuss other topics relevant to males’ issues, and the learners do not really enjoy discussing the topics provided. All respondents agree that gender-based violence can boost students’ motivation in speaking and their critical thinking because the learners were encouraged to tell stories experience-based, and the pupils more aware violence. This contributes to a new insight for education field in distinguish two different perceptions for two sexes, particularly for educators, educational experts, and relevant stakeholders. Thereby, they can try to implement gender topics in teaching and learning process.

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Characterization and development of critically-thinker EFL readers’ reading ability: AWC vs. QAR approaches

Cited by 4 publications

References 54 publications

EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School

EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School

Membangun Pemikiran Kritis Melalui Metode Membaca Kritis Karya Sastra

Tertiary EFL Female and Male Students’ Perception in Speaking Class: Gender-based Violence Issue

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