The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension

Arifin, Syaadiah

doi:10.23887/jpp.v53i3.29210

Cited by 18 publications

(17 citation statements)

References 13 publications

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“…However, the use of critical framing has been shown to increase critical thinking skills (Kalantzis & Cope, 2005;Nuvitasari et al, 2020; as well as students' critical reading skills (Huh, 2016;Khonamri & Karimabadi, 2015;Kosimov, 2022). Critical reading and critical thinking are two skills strongly related to students' critical thinking (Arifin, 2020;Javorčíková et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Multiliteracy pedagogical framework in action: Critical reading in ELT classroom by implementing critical framing

Misaa

Purwati

Retnaningdyah

2022

CJES

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This study aims to determine the implementation of critical framing of multiliteracy pedagogy through students' critical reading skills in the ELT class. This study took place in the English Study Program. This research study used a qualitative technique. Observations and interviews were used to collect data. The data collected were analyzed using data transcribed, encoded, data displayed, and data interpretation. This study involved 39 students who examined critical framing as the third component of the multiliteracy pedagogical framework which was subdivided into four subcategories. All subcategories in the critical framing of multiliteracies pedagogy were addressed throughout the teaching and learning process in the classroom. Four subcategories were fulfilled. This is a fascinating and unique study. The lecturer enables students to think and interpret their ideas by guiding them to derive their meanings from classroom activities. The result indicated that implementing critical framing of multiliteracy pedagogy through students' critical reading skills was very effective. It’s recommended for English language teachers to implement the critical framing of multiliteracy pedagogy through students’ critical reading activities in the ELT class. Keywords: Critical Framing, Critical Thinking, Social Contexts, Social Purposes, Teacher' Reinforcement, ELT Classroom

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Section: Discussionmentioning

confidence: 99%

Multiliteracy pedagogical framework in action: Critical reading in ELT classroom by implementing critical framing

Misaa

Purwati

Retnaningdyah

2022

CJES

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Section: A Pendahuluanunclassified

“…Aktivitas membaca merupakan kemahiran yang fundamental pada tingkatan perguruan tinggi (Hurst, 2011;Arifin, 2020;Ari, 2017). Keberhasilan mahasiswa di tingkat universitas tergantung pada tingkat keterampilan akademiknya, satu di antaranya adalah kemahiran membaca (Hermida, 2009;Arifin, 2020;(Nobles-Montanez & Cruz, 2020). Lebih lanjut, (Septhin et al, 2018;Wahyono & Puspitasari, 2016) membaca adalah suatu kegiatan untuk memenuhi harapan peserta didik untuk kebutuhan akademik.…”

Section: A Pendahuluanunclassified

Membangun Pemahaman Bacaan Mahasiswa melalui Aktivitas Pascabaca

2022

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Activity after reading (post-reading) is the stage where a reader responds to what he has read. At this stage, it is hoped that there will be changes from readers, changes in mindset, understanding, and increasing knowledge. This study describes the implementation of activities after reading carried out by students independently and structured. This research is a descriptive survey. Data were obtained from questionnaires distributed to 246 students and 11 lecturers of the Indonesian Language and Literature Education Departments, Raja Ali Haji Maritime University. The findings are, first, the majority of students read fiction when reading independently. After reading, students carry out various activities such as recording quotes, summarizing readings, recording difficult vocabulary, and discussing. Second, when reading in a structured way, students read a lot of non-fiction, such as reference books, scientific articles, research reports, handouts. Activities carried out after structured reading are writing activities such as summarizing, compiling presentation materials, writing reports, and writing reviews. However, students' have obstacles when completing activities after reading, such as difficulty in concluding readings, understanding sentences, and reading vocabulary there that the expected results after reading are not optimal. These obstacles cause students to only rewrite (copy-paste) readings. Students have not yet reached the stage of how critical reading and building their mindset.

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“…More specifically, the differences are in determining the main idea, determining the purpose, making an inference, and taking the conclusion of the texts in the reading test. He argued that reading critically is crucial and important as this skill is powerful to affect the students' critical thinking, and hence for self-critical writing, (Arifin, 2020), (Par, 2018) and (Khonamri & Karimabadi, 2015) Reading critically is also a marked activity which requires the reader's understanding beyond the common approaches to read (Sari et al, 2012). It means that reading should depart to the position where readers depart to the point s/he comes originally and interact to the text without absorbing purely what presented in the text.…”

Section: Critical Reading Strategiesmentioning

confidence: 99%

Critical Reading for Self-Critical Writing

Royani

Arwida

2021

SLJIL

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This study aims at exploring students’ critical reading strategies and explaining how their critical reading encounters critical writing. It is due to students were lack of confidence in their ability to challenge the arguments and evidence put forward by respected academics author. The qualitative design was established by Gay and Airasian (2012) by delivering open and closed ended questions through Google forms and analyzing corpus based on students’ proposal text. Then, it had been analyzed by using cyclical steps; reading, describing, clarifying and interpreting. Based on the data, firstly, it has been revealed that students’ critical reading strategies mostly established are making connections, contextualizing and making applications and identifying problems and creating annotations. Students were rarely to challenge author’s assumptions, translate ideas into visuals and evaluate arguments. Secondly, their reading activity also reflected their critical reading, in other words, students state their purpose of writing, define key terms, and manage references on their work. Based on this, it can be figured out that students’ critical writing were relied on superficial argument development and format-based writing which performed a shallow writing.

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The Role of Critical Reading to Promote Students’ Critical Thinking and Reading Comprehension

Cited by 18 publications

References 13 publications

Multiliteracy pedagogical framework in action: Critical reading in ELT classroom by implementing critical framing

Multiliteracy pedagogical framework in action: Critical reading in ELT classroom by implementing critical framing

Membangun Pemahaman Bacaan Mahasiswa melalui Aktivitas Pascabaca

Critical Reading for Self-Critical Writing

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