The Development of a Critical Reading Learning Model to Promote University Students’ Critical Awareness

• Authors: - Sultan , Ahmad Rofiuddin , - Nurhadi , Endah Tri Priyatni

Abstracts

EN

Critical reading awareness can empower readers through critical reading skills used to understand ideological messages and domination act in language practice. The aim of this research was to develop and test a critical reading learning model to enhance university students’ critical awareness. This Research and Development study was carried out by following three main steps that were product development, product validation, and examination of product effectiveness. 56 students participated in this study. They came from the Indonesian Language Department, Negeri Makassar University, Indonesia. The qualitative data was analyzed with the use of domain analysis and the quantitative data was analyzed using t-test. The developed learning model was proven valid and feasible through experts’ validation. In addition, the results of the effectiveness test indicated that the learning model could improve students’ critical reading skills and students’ critical reading awareness of understanding, evaluating, and responding to texts.

Keywords

EN

critical reading; critical awareness; language learning; teaching reading

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2017
• Volume: 48
• Pages: 76-86

Dates

published

2017

Contributors

author

- Sultan

• Universitas Negeri Malang

author

Ahmad Rofiuddin

• Universitas Negeri Malang

author

- Nurhadi

• Universitas Negeri Malang

author

Endah Tri Priyatni

• Universitas Negeri Malang

References

• Beck, A.S. (2005). Critical literacy in the classroom. Thinking Classroom, 6(3), 3 – 9.
• Gall, M.D., Gall, P.J., & Borg, W.R. (2003). Educational research: An introduction. Boston: Pearson Education, Inc.
• Bloome, D. (1993). Necessary indeterminacy and the microethnographic study of reading as social process. Journal of Research in Reading, 16(2), 98 – 111.
• Cervetti, G., Pardales, M.J. & Damico, J.S. (2001). A tale of differences: Comparing the traditional, perspectives, and educational goals of critical reading and critical literacy. Reading Online. Retrieved from http://www.reading-online.org/articles/Cervetti
• Crookes, G. (2013). Critical pedagogy in language teaching. The Encyclopedia of Applied Linguistics. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/9781405-198431.wbeal0284/abstract.
• Eggen, P & Kauchak, D. (2012). Strategies and models for teachers: Teaching content and thinking Skills. New Jersey: Pearson Education Inc.
• Facione, P.A. (2015). Critical thinking: what it is and why it counts (SixThEdition). California: Measurment Reason LCC and Insight Assessment.
• Fairclough, N. (1989). Language and power. New York: Longman.
• Fairclough, N. (1992). Introduction. In N. Fairclough (Ed.), Critical language awareness (pp. 1 – 29). London: Longman.
• Farahian, M. & Rezaee, M. 2015. Language awareness in EFL context: An overview. International Journal of Language, Literature and Culture, 2(2), 19 – 21.
• Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.
• Huh, S. (2016). Instructional Model of Critical Literacy in an EFL Context: Balancing Conventional and Critical Literacy. Critical Inquiry in Language Studies, 13(3), 210 – 235, doi: 10.1080/15427587.2016.1154445
• Joyce, B., J. Weil & E. Calhoun. (2009). Model of Teaching. New Jersey: Pearson Education Inc.
• Lewison, M., Flint, A.S. & Sluys, K.V. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382 – 392.
• McLaughlin, M. & DeVoogd, G. (2004a). Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic.
• McLaughlin, M. & DeVoog, G. (2004b). Critical literacy as comprehention. Journal of Adolencent & Adult Literacy, 48 (1), 52 – 62, doi:10.1598/JAAL.48.1.5.
• Moumou, Margaret. 2004. Preparing our students for the future: Critical literacy in the Seychells classrooms. English Teaching: Practice and Critique, 3(1), 46 – 58.
• Norris, K., Lucas, L. & Prudhoe, C. (2012). Preparing preservice teachers to use critical literacy in the early chilhood classroom. Multicultural Education Journal, Winter, 59 – 62.
• O’Hallaron, C.L., Palincsar, A.S., & Schleppegrell, M.J. (2015). Reading science: Using systemic functional linguistics to support critical language awareness. Linguistics and Education, 32, 55 – 67, doi:10.1016/j.linged.2015.02.002
• Sharp, K. (2012). Breaking down the barries: Using critical literacy to improve educational outcomes for students in 21st-century australian classroom. Literacy Learnig, 20(1), 9 – 15.
• Sultan, Rofiuddin, A., Nurhadi, & Priyatni, E.T. (2016). Critical responses to texts: Reading Behaviors of university students in Indonesian learning context. Paper presented at the FourThInternational Conference on Language, Society, and Culture in Asian Contexts, Malang, Indonesia.
• Svalberg, A. M-L. 2007. Language awareness and language learning. Language Teaching, 40, 287–308, doi: 10.1017/S0261444807004491.
• Wallace, C. (1992). Critical literacy awareness in EFL classroom. In N. Fairclough (Ed.), Critical language awareness (pp 59 – 92). London: Longman.
• Wallace, C. (1998). Critical language Awareness in foreign language classroom (Unpublished doctoral dissertation). Institute of Education, University of London. Retrieved from http://eprints.ioe.ac.uk/7455/
• Wallace, C. (2010). Critical reading in language education. New York: Pallgrave Macmillan.

Identifiers

DOI

10.15804/tner.2017.48.2.06

Biblioteka Nauki

1998213