Developing Students’ Critical Thinking Through an Integrated Extensive Reading Program

Husna, Nida

doi:10.15639/teflinjournal.v30i2/212-230

Cited by 26 publications

(27 citation statements)

References 4 publications

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“…This skill is required for the students in order enhance their ability to solve a problem and get the solution of a problem. The students used oral reading as mainly strategy because of the memorization culture rather than to recite (Husna, 2019). The process of analyzing and inferring ideas from the text were the first step.…”

Section: Discussionmentioning

confidence: 99%

Teaching the 21st Century Skills (4Cs) in English Literacy Activities

Ratama

Padmadewi

Artini

2021

JERE

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Literacy program has been echoed by the Minister of education and culture since 2015. Teaching other skills in the implementation of literacy activities are crucial to prepare the students to compete in working field, especially in Vocational School. This study aimed to investigate (1) the kinds of English literacy activities implemented in SMKN 1 Singaraja, (2) how to teach the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja which consisted of preparation, steps and assessment of the 4Cs skills, (3) Teachers’ challenges while teaching the 21st century skills (4Cs) in English literacy activities in SMKN 1 Singaraja. The design of this research was descriptive qualitative. The setting of this research was SMKN 1 Singaraja and the subjects of this research were 120 students and 3 teachers in this school. The techniques of data collection were observation, interview, note taking, document analysis and documentation. The finding showed that (1) there were five English literacy activities implemented in this school namely, reading response journal, news reading program, guiding object commentary, travel itinerary writing and cooperative literacy program. (2) In the implementation of those English literacy activities, the teachers taught the 21st century skills (4Cs). In reading response journal, the 21st century skills taught were critical thinking, collaboration and communication skills. In news reading program and cooperative literacy program, all of those 21st century skills (4Cs) were taught. In, guiding object commentary, there were three 21st century skills were taught namely critical thinking, creativity and communication skills. At last, there were three skills were taught in travel itinerary writing namely critical thinking, collaboration and creativity skills (3) In teaching the 21st century skills, the teachers still had challenges in teaching critical thinking, collaboration and communication skills. There was no challenge in teaching creativity skill in English literacy activities. This research was expected to be beneficial for the policymaker, schools, and teachers who had big effort in implementing effective literacy program in schools. Those activities and ways of teaching the 21st century skills could be adopted in order to enhance the level of literacy program.

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Section: Discussionmentioning

confidence: 99%

Teaching the 21st Century Skills (4Cs) in English Literacy Activities

Ratama

Padmadewi

Artini

2021

JERE

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“…In the Indonesian context, ER seems to have gained its popularity since the establishment of Indonesian Extensive Reading Association (IERA) in 2016 (Anandari & Iswandari, 2019;Husna, 2019;Waring & Husna, 2019). In the earlier year, in 2015, the Indonesian government launched a national program called School Literacy Initiative (SLI -Gerakan Literasi Sekolah).…”

Section: Introductionmentioning

confidence: 99%

“…In regard to ER and SLI, it can be said that ER implementation by English teachers will positively contribute to the success of SLI implementation. A number of studies have been done by scholars,including the implementation of ER in secondary schools (Anandari & Iswandari, 2019;Firda et al, 2018) and in tertiary Indonesian education settings (Hadiyanto, 2019;Husna, 2019).…”

Section: Introductionmentioning

confidence: 99%

Challenges in implementing extensive reading (ER) programs: Voices from English teachers at Indonesian secondary schools

2022

pegegog

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This article reports on the implementation of extensive reading (ER) among English teachers of secondary schools and the challenges they face as a part of their efforts in supporting the Indonesian government program of school literacy initiative (SLI). The data were obtained from an online survey to a group of English language teachers (N = 22) from 22 different schools in one regency in East Java Province, Indonesia. The survey was then followed by a focused group discussion (FGD). The results show that in general, English teachers have a relatively good knowledge of ER as one way to support the success of SLI, but not all of them implement the programs due to such challenges as lack of support from the government and school administration, the overwhelming workload, and the unavailability of ready-to-use materials and activities. There is, therefore, a definite need for the government and school administration to support the implementation of SLI through ER by giving teachers and students necessary provisions, such as graded readers and structured ER activities.

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“…The author reported the test-retest reliability of 0.74 (P<0.001), Ferguson's discrimination index of 0.97, Cronbach's alpha of 0.71, and the item difficulty between 0.28 and 0.85 with a mean of 0.54 (Lutsenko, 2014). The text in the original language can be consulted, for example, in a paper by Husna (2019).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments

Bekbayeva

Galiyev

Albytova

et al. 2021

WJET

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In today’s labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students’ reflective thinking abounds, the contribution of special tasks with varying complexity to learners’ critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking level of post-secondary vocational students. This cross-sectional study employed the Starkey Critical Thinking Test adapted for the Russian-speaking population in order to measure critical thinking level in a sample (n = 218) of vocational students. Results showed that among students whose classes were complemented by critical thinking tasks, almost half of subjects with low and test scores eventually shifted to a medium scoring cohort. Eleven learners who were medium scorers at the beginning gained high-level results at the end point. Meanwhile, only a small percentage of those no-treatment participants with initially low performance on the critical thinking test eventually moved into the medium level, as well as from the latter into a high achievement category. The independent two-tailed t-test revealed a significant difference between posttest scores observed in control and intervention groups. It can be therefore suggested that critical analysis of thought-provoking materials with subsequent class presentation and discussion can provide catalytic conditions for developing learners’ reflective thinking abilities. It was recommended that future studies using similar intervention should involve a larger sample and deal with qualitative data to extend the research and increase its validity. Keywords: Education; higher-order thinking; reflective thinking; vocational students.

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Developing Students’ Critical Thinking Through an Integrated Extensive Reading Program

Cited by 26 publications

References 4 publications

Teaching the 21st Century Skills (4Cs) in English Literacy Activities

Teaching the 21st Century Skills (4Cs) in English Literacy Activities

Challenges in implementing extensive reading (ER) programs: Voices from English teachers at Indonesian secondary schools

Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments

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