The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

Koray, Özlem; Çetinkiliç, Sercan

doi:10.33828/sei.v31.i4.9

Cited by 7 publications

(7 citation statements)

References 16 publications

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“…Hence, it is expected that the metacognitive skills possessed by the students can influence the level of students' ability in critical reading. Furthermore, critical reading (Koray & Çetinkılıç, 2020) processes that were applied, performed better than regular processes indicated in the curriculum. Critical reading (Par, 2018) also engage in deciphering and recreating the text's meaning.…”

Section: Responsementioning

confidence: 88%

Students' Metacognitive Skills and Critical Reading Skills of Korean Texts: How Do They Correlate?

Ansas,

Azizah,

Oktavianto

et al. 2023

IJE

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Metacognitive skills are considered a pivotal modal for students to develop critical literacy, especially in reading activities, as part of the main goals of 21st-century language education. These skills also help the students succeed in their learning process because they involve the ability to evaluate one's capacity and achievement in learning. Although much research has been initiated, Korean as a foreign language (KFL) student is little known. To fill the void, this ongoing study investigates the level of metacognitive skills in reading among Indonesian undergraduate students majoring in Korean language education. Employing a descriptive quantitative approach, the researchers distributed a questionnaire and interview on students’ metacognitive skills in critical reading. What about items about critical reading skills? It also turned out you have interview data. please include here in the abstract. The data were analyzed, focusing on the mean scores and percentages to get the main points of the student's responses and how students apply their metacognitive skills in critical reading. The results showed that as many as 75% of students had a moderate level of metacognitive skills, and only 5.5% had a high level of metacognitive skills. This shows that students' metacognitive abilities still need to be improved. Of the eight indicators measured, the ability in time management shows a low value. Meanwhile, the ability to implement strategies shows a high value. It can be concluded that students still have to improve their metacognitive skills in critical reading, especially in time management.

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Section: Responsementioning

confidence: 88%

Students' Metacognitive Skills and Critical Reading Skills of Korean Texts: How Do They Correlate?

Ansas,

Azizah,

Oktavianto

et al. 2023

IJE

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“…Unlike traditional reading approaches, CR requires thinking critically about the text, speculating about its content, and forming judgments through cognitive engagement. Critical reading is viewed as an attitude, emotional and intellectual behavior, and a mental stance that readers adopt when interacting with text (Koray & Çetinkılıç, 2020). Critical reading can be defined as both a science and an art, involving the examination and evaluation of text while adopting a unique perspective.…”

Section: Critical Readingmentioning

confidence: 99%

“…By its very nature, active learning encourages students to engage more deeply with course material, promoting the development of CR abilities in several ways. For instance, in active learning environments, students are not passive recipients but actively engaged participants in the learning process, which includes reading and analyzing texts (Koray & Çetinkılıç, 2020). This engagement propels them beyond the realm of passive reading, compelling them to question, deliberate, and contemplate the content.…”

Section: Active Learning In Developing Critical Readingmentioning

confidence: 99%

Improving Critical Reading Abilities in 10th Graders: An Active Learning Approach

Phimphimon,

Intasena,

Srimunta

et al. 2024

IJLTER

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The current study aimed to assess the impact of an active learning approach on the development of critical reading skills among 10th-grade students. The research involved 40 10th-grade students from a Thai public school, selected through purposive sampling methods. Data collection followed a one-group pre-test and post-test design, allowing for the assessment of changes in student performance before and after the implementation of an active learning management plan. An effectiveness index was employed to measure the relationship between post-test performance and initial proficiency, while a paired samples t-test was used to determine significant differences in pre-test and post-test scores. The results revealed the noteworthy effectiveness of the active learning approach in enhancing critical reading skills among the 10th-grade participants. Pre-test and post-test comparisons indicated substantial improvements in critical reading abilities, with an effectiveness index of 0.325, highlighting a significant 32.50% improvement. This result significantly contributes to the field of education by providing empirical evidence of the efficacy of the active learning approach in enhancing critical reading skills. Educators and instructional designers are encouraged to incorporate active learning strategies, such as game-based learning, think-pair-share, and Cooperative Integrated Reading and Composition into their teaching approaches. These strategies not only enhance critical reading but also nurture a holistic reading skill set.

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“…Critical reading demands extensive and interactive higher order thinking skills, which includes understanding the ideas, brainstorming and arranging points, providing salient supports to defend own perspectives, comparing arguments, making inferences and organizing perspectives either inductive or inductively in order to generate unbiased or objective judgements (Browne & Keeley, 2007;Koray & Çetinkılıç, 2020). Critical reading skill is a crucial skill to be taught in secondary and tertiary education, as it prepares the learners to become critical and comfortable gauging materials in their university classrooms and become successful learners (Howard, Gorzycki, International Journal of Asian Social Science it is a skill, very much needed when one at the varsity stage (Larking, 2017).…”

Section: Background Of Studymentioning

confidence: 99%

Integrating Tubb’s Engagement Model with Critical Reading

Ibrahim

Rahmat

Shahabani

et al. 2021

5007

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Since critical reading has been assumed as critical, there are actually certain ideas and concepts that reflect how critical is this critical reading. Critical does not mean critical as in difficulty or failure in reading but more of looking into the skills, processes and the activities when reading. Group engagement has been said to improve team members’ critical thinking skills. This study is done to explore how group interactions facilitate critical reading activities. Specifically, this study explores how group work encourages critical reading through the processes of orientation, conflict, consensus, and closure. 72 participants responded to the instrument (a questionnaire). The questionnaire has 5 sections, demographic profile, orientation, conflict, consensus and also closure. Data is analyzed using SPSS version 26 to reveal percentage for the demographic profile and mean score for the variables. Findings indicate that group engagement facilitates critical reading in several ways. The study suggests that communication during group interaction improves learners’ critical reading.

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The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

Cited by 7 publications

References 16 publications

Students' Metacognitive Skills and Critical Reading Skills of Korean Texts: How Do They Correlate?

Students' Metacognitive Skills and Critical Reading Skills of Korean Texts: How Do They Correlate?

Improving Critical Reading Abilities in 10th Graders: An Active Learning Approach

Integrating Tubb’s Engagement Model with Critical Reading

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