The Relationship between Iranian EFL Learners’ Critical Thinking and Reading Comprehension Performance in Journalistic Texts

Hassani, Mohammad Taghi; Rahmany, Ramin; Babaei, Mohammad

doi:10.4304/tpls.3.10.1873-1878

Cited by 11 publications

(7 citation statements)

References 6 publications

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“…This finding is in agreement with Facione's (1992) view that believed there is a significant relationship between reading comprehension and CT. in addition, the result is consistent with Grabe's (1991) who suggested adopting some CT kills used in reading comprehension (inference, analysis, synthesis, evaluation) can help the learners promote their reading comprehension. Moreover, the result of this study agrees with the findings of studies carried out by Barjasteh andVaseghi (2012), Hassani, Rahmani, andBabaei (2013), and Danaye Tous, Tahriri, and Haghighi (2015) in which instructing CT had a statistically significant effect on Iranian EFL learners' reading comprehension and teaching CT brought better understanding of the text. Indeed, the current study supports the idea that there is positive correlation between CT and reading comprehension.…”

Section: Discussionsupporting

confidence: 91%

The Effect of Problem Solving Task on Critical Reading of Intermediate EFL Learners in Iranian Context

Sabet

Zafarghandi

Karkaraq

2017

Int. J. Appl. Linguist. Engl. Lit.

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The attempt in this study is to investigate the effect of teaching critical thinking through problem solving on reading comprehension performance of EFL intermediate learners. In so doing, forty including twenty male and twenty female intermediate students studying English in an institute in Ardabil, Iran, were selected based on their scores on Preliminary English Test and assigned into control and experimental groups. Afterwards, the sample TOEFL reading comprehension pre-test was administered to both of these groups to ensure homogeneity. The learners in experimental group were taught through problem solving instruction and the learners in control group were taught through traditional method of instructing reading comprehension. After ten sessions of instruction, the same sample TOEFL reading comprehension as post-test was given to the learners to measure the possible differences between pre-test and post-test. The finding revealed teaching problem solving had statistically significant effect on EFL learners reading comprehension performance. Conclusion can be drawn to confirm that teaching critical thinking through problem solving bring better understanding of the text.

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Section: Discussionsupporting

confidence: 91%

The Effect of Problem Solving Task on Critical Reading of Intermediate EFL Learners in Iranian Context

Sabet

Zafarghandi

Karkaraq

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…According to Aloqaili (2012), reading is defined as a process of thinking and reasoning to set up meaning. In same way, Hassani, Rahmany, & Babaei (2013) defined reading as a comprehending processthe competency to assimilate, classify, and to express the main idea of text without associating them with unimportant thing and those activities needed higher order thinking dealing with a problem solving process that demands cognitive. It is essential to set up meaning through combining and clarifying in order to understand the text deeply.…”

Section: Discussionmentioning

confidence: 99%

Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy

Utami

Sugirin

2019

JELTL

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The current curriculum school reform in Indonesia supported the students to be a critical thinker in the sense that the students become a centered of teaching instruction in the school life. This changing becomes a new demand for the teacher as an educator to facilitate their learners with teaching aids practices that adjust learners to be actively participate in the classroom. Thus, this study used Directed Reading Thinking Activities (DRTA) to reveal the effectiveness of this strategy on the students’ reading comprehension teaching. A quasi-experimental research design with pretest and posttest was used in this study. Two classes were randomly selected as the sample of this research. They are class 8C which used Directed Reading Activities (DRA) as the control group, while class 8H becomes the experimental group which used Directed Reading Thinking Activities (DRTA). Independent and dependent (paired) sample t-tests were used to analyze the data. The research finding showed: 1) there were no significant differences of posttest score among the students taught by using DRTA and those taught by using DRA strategy in reading comprehension teaching, 2) there were significant effects of using DRTA in reading comprehension teaching for grade eight students. DRTA strategy was believed to give more contribution (82%) than DRA strategy which contributed only 77%. In conclusion, DRTA was effective strategy in reading comprehension teaching.

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“…Salah satunya adalah Taglieber (2000) yang berpendapat bahwa pemikiran kritis harus dan dapat diajarkan kepada siswa, dan bahwa pada kenyataannya, sekolah bertanggung jawab untuk mengembangkan warga negara untuk memiliki kemampuan berpikir secara kritis. Walaupun berpikir kritis dan membaca kritis sulit untuk diobservasi, diajarkan, dan diukur Muchsonah (2015), peran guru dalam pengembangan berpikir kritis dan membaca kritis siswa menjadi sangat penting karena siswa akan bisa menjadi semakin kritis dalam berpikir dan membaca jika diberikan ruang dan kesempatan untuk mengungkapakn ideide mereka Hassani et al (2013).…”

Section: Pendahuluanunclassified

Teachers' Strategies In Developing Students' Critical Thinking And Critical Reading

Hakim¹,

Rachmawati

Purwaningsih³

2020

pedagogia

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Critical thinking in the education of Indonesia has not been well socialized; students also tend to accept information without evaluating it first and change ideas uncritically. This case is very detrimental. Therefore, teacher plays an important role in developing stu- dents' critical thinking and critical reading ability. The puropse of this study is to find out teachers' strategies in improving students' critical thinking and critical reading ability. This study used qualitative research design, interview and questionaire was used asa research instruments in this study. The results of this study shows strategies used by the teacher are asking open-ended questions, restate and clarify the meaning of a few sentences from the text, and use small group discussions with specific tasks assigned. In short, the teachers' understanding of critical reading and critical thinking is low, their strategy in improving students' critical reading is also limited.

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The Relationship between Iranian EFL Learners’ Critical Thinking and Reading Comprehension Performance in Journalistic Texts

Cited by 11 publications

References 6 publications

The Effect of Problem Solving Task on Critical Reading of Intermediate EFL Learners in Iranian Context

The Effect of Problem Solving Task on Critical Reading of Intermediate EFL Learners in Iranian Context

Fostering Students’ Reading Comprehension Ability through Directed Reading Thinking Activities (DRTA) Strategy

Teachers' Strategies In Developing Students' Critical Thinking And Critical Reading

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