Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills

Ahmad, Samah Zakareya

doi:10.5539/ies.v12n10p60

Cited by 9 publications

(9 citation statements)

References 19 publications

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“…It is also supported by the assertion of some findings [15][16] that REAP has proved giving significant effect to the students' reading comprehension. REAP was not only good for general reading comprehension but also good to promote the students' critical thinking [16]. In relation to this research, it is on the effect of REAP strategy to students' reading analytical expositional text, Ika [17] has done it for exploring the students' reading of analytical exposition text.…”

Section: Resultsmentioning

confidence: 99%

The implementation of REAP strategy to improve students reading comprehension of analytical expositional text in digital era

Siregar¹,

Harida

Miranti

et al. 2023

KSS

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and Ponder (REAP) strategy using technology to improve analytical exposition text comprehension of the private senior high school students. The research was in an experimental study with pre-test and post-test design. In experimental class consisted of 26 students and in the control class consisted of 26 students as the sample of this research. The data were collected by using reading comprehension test with multiplechoice form and analyzed by using t-test formula. The finding showed that there was a difference mean-score before and after using REAP Strategy. So, by implementing REAP Strategy to students’ analytical exposition text comprehension at grade XI of private senior high school students in Indonesia in digitalization era, the students’ reading comprehension improved. Moreover, it is suggested next researchers, to conduct a deeper exploration in teaching expositional texts using REAP strategy. Keywords: REAP strategy; digital era; senior high school

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Section: Resultsmentioning

confidence: 99%

The implementation of REAP strategy to improve students reading comprehension of analytical expositional text in digital era

Siregar¹,

Harida

Miranti

et al. 2023

KSS

View full text Add to dashboard Cite

show abstract

“…Even with interactive features, highlighting does not require active engagement with the text, such as paraphrasing or summarizing, which help to consolidate learning (Brown et al, 2014). More effective structured note-taking systems, such as Cornell Notes or REAP, increase students' critical reading skills, including synthesis, analysis, and evaluation (Ahmad, 2019). However, the ongoing struggle to develop literature synthesis at the doctoral level suggests that students' critical reading skills are not sufficiently developed with commonly used strategies and methods (Aitchison et al, 2012;Boote & Beile, 2005).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature

Bjorn

Quaynor

Burgasser

2022

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Synthesizing academic literature into new knowledge through writing is a core skill that doctoral students engaged in research must learn. However, developing efficacy in synthesis skills as an academic writer is a culturally and cognitively demanding process that occurs over many years, requires abstraction, and draws upon critical reading skills. Doctoral reading is an invisible part of training, despite large reading loads in doctoral coursework. Further, reading, writing, and researching skills are co-constructed at the doctoral level as previously described by Kwan (2008). The purpose of this essay is to describe how the primary author used her experience as an EdD student, science teacher, and writer to develop a method that addresses doctoral reading challenges. The novel method described here combines categorical reading strategies with social collaborative annotation (SCA). This method centers on active, categorial reading to deconstruct arguments in the primary literature by identifying claim, evidence, reasoning, implications, and context (CERIC), which can serve as a critical reading pedagogy in existing courses, reading clubs, and seminars. Combining CERIC with SCA tools—ranging from homemade variations of Google Suite to purposeful annotation software, such as Hypothes.is.—can support an efficient doctoral reading process. This essay illustrates several worked examples and explores how this process supports retrieval, engagement, collaboration, inclusion, and community, particularly in online learning environments. Significant implications of this work are to make hidden reading expectations explicit and transform professor-centered transmission models of learning to student-centered sociocultural models of learning. The essay proposes next steps for testing the approach's effectiveness in online doctoral learning.

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“…Several studies have shown the relationship between critical reading and students' academic ability, as revealed by [24], [25], [26], [27]. If it is analyzed, there are several close relations between students' critical reading skills and other academic lives which are listed in the following table.…”

Section: Students' Critical Reading Skills In Scientific Writingmentioning

confidence: 99%

Critical Reading Skills in Writing Scientific Papers containing the 21st Century Skills

Utom¹,

Andayani²,

Anindyarini³

2022

Proceedings of the 1st International Conference of Humanities and Social Science, ICHSS 2021, 8 December 2021, Surakarta, Centr

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It is important to construct critical reading skills into the writing scientific papers process for students. It aims to strengthen the process and results of scientific writing so that the results are more profound. Therefore, this research was aims to reveal the basic concepts of critical reading in writing scientific papers for students and the relation between critical reading and the 21 st Century skills in writing scientific papers for students. The method used in this study is a critical analysis method through the following stages: (1) formulating research questions and hypotheses, (2) sampling the selected data sources, (3) making categories used in the analysis, (4) collecting the data on a sample of documents that have been selected and coding, (5) making scales and items based on certain criteria to collect the data, ( 6) interpreting the data obtained, and ( 7) conclusions. The results of the analysis found about two main things. First, critical reading skills have a strong influence on article writing skills, especially in the process of finding ideas and ideas, paragraph development, description analysis, content analysis, research results development, and concluding. Secondly, critical reading skills cannot be separated from the 21 st century skills, namely critical thinking and problem solving skills, creativity and innovation, collaboration, and communication.

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Impact of Cornell Notes vs. REAP on EFL Secondary School Students’ Critical Reading Skills

Cited by 9 publications

References 19 publications

The implementation of REAP strategy to improve students reading comprehension of analytical expositional text in digital era

The implementation of REAP strategy to improve students reading comprehension of analytical expositional text in digital era

Reading Research for Writing: Co-Constructing Core Skills Using Primary Literature

Critical Reading Skills in Writing Scientific Papers containing the 21st Century Skills

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