Authentic Texts for Critical Reading Activities

Amalia, Ila

doi:10.30870/jels.v1i1.686

Cited by 3 publications

(1 citation statement)

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“…The students will be familiar with the skill. There are at least five techniques for applying critical in reading by (Amalia, 2016). The techniques will be explained briefly in the following:…”

Section: Discussionmentioning

confidence: 99%

EFL Students’ Reader Response-driven Self-reflection Strategy in Learning Literature

Monica,

R. Bunga Febriani,

Iskhak

2023

IJIER

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This study aimed to observe students’ self-reflection activities are evident in the classroom to stimulate critical reading activities.. The study used a qualitative case study method in the process of data taken from observation. The participant of this study was chosen purposively which was 15 students second-level of English Education Program at one of the Universities in Ciamis who was observed. The result of this study revealed that it can be seen that there are reflection activities through reader response in the literature class, students are encouraged to read critically. This study concludes that the used of reflection through reader response in digital literature learning is effective in use and can stimulate critical reading activities.

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Section: Discussionmentioning

confidence: 99%

EFL Students’ Reader Response-driven Self-reflection Strategy in Learning Literature

Monica,

R. Bunga Febriani,

Iskhak

2023

IJIER

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The Investigation of Indonesian EFL Learners’ Perception and Understanding on Equality Values in “Jane Eyre” Novel: A Gender Perspective

et al. 2021

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This research investigated the Indonesian EFL Learners' perception and understanding of gender equality values in one of the greatest novels, Jane Eyre, written by Charlotte Bronte in 1847 as the picture of women emancipation at the time. To this aim, 100 Indonesian pre-intermediate EFL learners were selected from among 125 students at one of the public universities in Banten. They were given a questionnaire and it was analyzed descriptively to explore the content of the story, equality values and the connection with the value of life. The analysis of the data revealed that first, there is still gender inequality between men and women. Second, self-expression, employment, and education were dominant themes found in the issues of gender inequality in the novel. Third, the gender values in the novel "Jane Eyre" are still related to the current reality or the environment. Moreover, extensive reading activities were impactful in rising students' interest in reading and awareness of social issues. Therefore, this study suggests that the values of gender equality can be brought to be a good discussion in the class through extensive reading activities.

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Examining the Readability Level of Reading Texts in English Textbook for Indonesian Senior High School

2021

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Assuming that textbooks authors have conducted the readability measure, many of its users often take this key feature of a good textbook for granted. Nonetheless, considering the unique context of each classroom and the generic nature of textbooks written for the public, teachers should double-check the appropriateness of the book they use, including its readability. Although tech-assisted readability measurement is developing in many parts of the world, in Indonesia, this area is still under-researched. For this reason, the present study attempts to examine the readability level of an English textbook using Coh-Metrix. Content analysis is employed since the object being analyzed is a textbook. This study also expands previous studies on readability measures by building dialogue between the result of Coh-Metrix measurement and the students' perceived readability. To obtain the data, an automated Coh-Metrix readability measurement was conducted via cohmetrix.com. Also, to get more profound analysis, a questionnaire on students' perceived readability was distributed to 35 tenth graders. Then the collected data were analyzed by using interactive model of Miles and Huberman. The finding of this study revealed that regardless of the slight difference between the perceived readability level and the Coh-Metrix-generated readability level, most of the texts in the book are mostly below the students' level. Arguably, the textbook is relatively potential for language acquisition because it provides comprehensible input.

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Authentic Texts for Critical Reading Activities

Cited by 3 publications

References 0 publications

EFL Students’ Reader Response-driven Self-reflection Strategy in Learning Literature

EFL Students’ Reader Response-driven Self-reflection Strategy in Learning Literature

The Investigation of Indonesian EFL Learners’ Perception and Understanding on Equality Values in “Jane Eyre” Novel: A Gender Perspective

Examining the Readability Level of Reading Texts in English Textbook for Indonesian Senior High School

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