Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan

Din, Muhammad Naseer Ud

doi:10.1016/j.tsc.2020.100627

Cited by 101 publications

(88 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, BIPA students can apply those wisdom stories in their everyday life because the theme is a manifestation of expression or function. According to Din (2020), intercultural communication which blend in the reading text is possible to train the students' creative thinking skill. Moreover, in foreign language teaching, critical thought has become increasingly necessary.…”

Section: Intercultural Communicationmentioning

confidence: 99%

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Isnaini

Faizin

Anisa³

2021

View full text Add to dashboard Cite

Menyajikan teks Bahasa Indonesia yang ditulis dengan meintegrasikan unsur-unsur budaya untuk materi belajar siswa Bahasa Indonesia bagi Penutur Asing (BIPA) memberikan banyak manfaat. Selain sebagai sarana untuk meningkatkan jumlah kosa kata, materi yang memasukkan unsur-unsur budaya juga menjadi media untuk mempromosikan budaya Indonesia. Melalui pertimbangan pada kebutuhan belajar siswa BIPA di mana harus memasukkan pembelajaran budaya lokal, penyajian teks bacaan ini dapat dilakukan secara insidental maupun secara langsung dengan menggunakan model membaca ekstensif. Oleh karena itu, penyusanan materi yang mengintegrasikan unsur budaya sangat direkomendasikan untuk dipilih oleh guru karena membantu siswa BIPA dalam mempelajari prinsip-prinsip yang menarik dan otentik. Pada artikel ini, data diambil dari berbagai penelitian terdahulu yang mencakup penyusunan teks berbasis interkultural, model pembelajaran BIPA, dan berbagai jenis model membaca ekstensif. Data diolah secara deskriptif untuk dapat melahirkan gagasan baru tentang penyusunan bahan ajar sebagai materi pendukung proses belajar mengajar di kelas BIPA. Sebagai hasil dari penelitian ini adalah pengajar BIPA diharapkan dapat menyusun teks bacaan yang memiliki kesamaan topik untuk selanjutnya dapat diimbuhkan dengan latihan praktik. Penyusunan buku teks dengan menitikkberatkan konten berbasis budaya dan dikelompokkan sesuai dengan tingkat kemahiran berbahasa juga dapat meningkatkan kemampuan berpikir kritis bagi para siswa BIPA. Presenting Indonesian text written by combining cultural elements for student learning materials of Indonesian for Foreign Speakers (BIPA) provides many benefits. Apart from being a stimulation to enrich vocabulary, material that contains cultural elements is also a means to promote Indonesian culture. By considering the learning needs of BIPA students who must include local cultural learning, the presentation of this reading text can be done incidentally or directly by using an extensive reading model. Therefore, it is suggested that teachers choose a material that integrates cultural elements since it beneficial for BIPA students to learn interesting and authentic principles. In this article, data is drawn from various previous studies which include compilation of intercultural based texts, BIPA learning models, and various types of extensive reading models. The data is processed descriptively to be able to generate new ideas about the preparation of teaching materials as expected to support the teaching and learning process in BIPA classes.

show abstract

Section: Intercultural Communicationmentioning

confidence: 99%

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Isnaini

Faizin

Anisa³

2021

View full text Add to dashboard Cite

show abstract

“…According to Moore (2013), critical thinking is the core of university education and that disposition to think critically is indispensable to student's success in higher education. Critical reading, with its emphasis on logical analysis, has a positive correlation with critical thinking (Cervetti, Pardales, & Damico, 2001;Din, 2020;Elder & Paul, 2012). As opposed to functional reading, often focuses on decoding and comprehension (Paren & Wallace, 2016), critical reading goes beyond understanding.…”

Section: Critical Readingmentioning

confidence: 99%

Vocabulary Size and Critical Academic Reading Ability of Secondary Students in Sabah

Lee

Wong

2020

View full text Add to dashboard Cite

“…It is believed that possessing CT skills can be powerful in enabling teachers and students improve the quality of their lives as the members of global society [12][13][14] that is also mandated in 2013 National Curriculum. It equips them with ability to assess information and action [15] before they learn to take social action and consequences as Critical Literacy teaching principles [16][17][18]. Fourth, one important principle of CLP is connecting the academic instruction with the language, the culture, and the knowledge the students bring with them [19].…”

Section: Introductionmentioning

confidence: 99%

Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills

2020

View full text Add to dashboard Cite

This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students' Critical Thinking (CT) were fostered during learning process. This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia. As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students' CT skills, and students' engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author's purpose, activating students' prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.

show abstract

Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan

Cited by 101 publications

References 21 publications

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Integrating Cultural Materials as the Media for Extensive Reading for Teaching Bahasa Indonesia as Foreign Language

Vocabulary Size and Critical Academic Reading Ability of Secondary Students in Sabah

Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills

Contact Info

Product

Resources

About