Process of Implementing Critical Reading Strategies in an Iranian EFL Classroom: An Action Research

Nasrollahi, Mohammad Ali

doi:10.2139/ssrn.2492035

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…Ko (2013) asserts that through critical reading one might be able to encourage students to think effectively, analyze accurately, and evaluate texts carefully. Meanwhile, Nasrollahi (2015) suggests that the steps of critical reading strategies are: 1) annotating (making a note, circling keywords, and writing comments), 2) previewing (learning about a text before really reading it), 3) contextualizing (placing a text in its cultural contexts, biographical contexts, and historical contexts), 4) outlining (identifying the main ideas), 5) analyzing (analyzing the main idea and supporting idea), 6) summarizing (restating main ideas in their own word), 7) paraphrasing (paraphrasing the main idea without changing the meaning), 8) synthesizing (producing something by combining different things), 9) questioning (asking questions about the content), and 10) reflecting (testing the logic of a text as well as its credibility and emotional effect).…”

Section: Critical Readingmentioning

confidence: 99%

Project-based-learning on critical reading course to enhance critical thinking skills

Sari

Prasetyo

2021

SiELE

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In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.

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Section: Critical Readingmentioning

confidence: 99%

Project-based-learning on critical reading course to enhance critical thinking skills

Sari

Prasetyo

2021

SiELE

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“…According to Tomal (2003) "Action research is systematic process of solving educational problems and making improvement." Classroom Action Research is research conducted by teacher in the class itself through self-reflection, with the purpose of improving perfomance as teacher so that students learning outcomes to be increased (see Creswell, 2014;Irawati, 2008;Jondeya, 2011;Larsson, 2017;Nasrollahi et al, 2015;Smith, 1978;Widiati & Cahyono, 2006;Wood, 2008;Yasuyo Matsumoto, 2008). As Burns (2010) stated action Research involves taking a self-reflective, critical, and systematic approach to exploring your own teaching contexts.…”

Section: Methodsmentioning

confidence: 99%

Improving Students’ Vocabulary Mastery Through the Keyword Technique At The Tenth Grade of SMAN 2 Tulang Bawang Tengah

Nurchurifiani

Nissa

Febriyanti

2021

JCELL

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The aim of this research was to improve students’ vocabulary mastery of the tenth grade through the use of Keyword technique. This research is categorized as classroom action research. The subject of this research was the tenth grade students of SMAN 2 Tulang Bawang Tengah in the academic year of 2021/2022. The data were analyzed by using descriptive statistics and quantitative data analyses. This research was conducted in two cycles where each cycle consisted of three meetings. Based on the analysis of the research findings, the students’ vocabulary mastery was improved by using Keyword technique based on the quantitative and qualitative data. From quantitative data, the result showed that the mean score of each cycle was increased from post-test of cycle 1 to cycle 2. The mean score of cycle 1 was 62.07, there were 13 students or 46.43% who passed Minimum Mastery Criterion, while in cycle 2 was 77.93, there were 21 students or 75% who passed Minimum Mastery Criterion. Moreover, this improvement can also be seen from qualitative data, such as the results of students’ observation sheet from cycle 1 to cycle 2. The mean score of cycle 1 was 6.41, while in cycle 2 was 7.31. The improvement of students’ learning activity from cycle 1 to cycle 2 was 0.90. It showed that the students seemed to be more motivated and confidence in learning vocabulary. Therefore, it can be concluded that the implementation of the Keyword technique can improve students’ learning activities and vocabulary mastery.

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“…For teachers, in order to produce critical readers, they should expose the students to CR skills, reading strategies and metacognitive skills and strategies when they teach reading. Nasrollahi, Krishnasam & Noor (2015) revealed that students had problems in CR skills. Their CR development was decreased because there are some concerns regarding their poor thinking skills.…”

Section: Context Of the Studymentioning

confidence: 99%

“…According to Ulu, Avşar-Tuncay & Baş (2017) and Sriwantaneeyakul (2018) CR is a kind of reading based on acquiring high-level thinking skills and requires reading between lines. Nasrollahi, Krishnasam & Noor (2015) define CR as an interactive process uses a variety levels of thought and critical readers are asking questions about the text they are reading. Damaianti, Damaianti & Mulyati (2017) illustrate that critical readers should be active readers, asking questions, looking for facts and suspending judgment until they assume right .Abd Kadir, Subki, Jamal& Ismail (2014) indicate that CR skills help students analyze, synthesize and evaluate what is read.…”

Section: Introductionmentioning

confidence: 99%

Integrating Telegram Application into Digital Mind Mapping to Develop Student Teachers' EFL Critical Reading and Writing Skills

Helwa¹

2020

مجلة کلية التربية. بنها

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Process of Implementing Critical Reading Strategies in an Iranian EFL Classroom: An Action Research

Cited by 6 publications

References 5 publications

Project-based-learning on critical reading course to enhance critical thinking skills

Project-based-learning on critical reading course to enhance critical thinking skills

Improving Students’ Vocabulary Mastery Through the Keyword Technique At The Tenth Grade of SMAN 2 Tulang Bawang Tengah

Integrating Telegram Application into Digital Mind Mapping to Develop Student Teachers' EFL Critical Reading and Writing Skills

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