Authentic Materials in Critical Reading Activities  

Oleh:

Amalia, Ila

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 403-409.
Topik: Critical reading; authentic text; perception; critical reading skill
Fulltext: hal 403.pdf (16.58MB)

Isi artikel

Having critical reading skills is very crucial especially for university students. These skills are needed not only for learning the lesson but also for everyday life. Unfortunately their skills are not aduquate to meet the challange they are facing. This action research is aimed at promoting critical reading (“thinking” while reading) skills using authentic materials among the students. This research also want to reveal the students perception on using critical reading skills in reading activities. Nineteen English Education Department students who took Reading IV class, participated in this project. There were three cycles with three different critical reading strategies were applied. Meanwhile, the authentic materials were taken from newspaper and internet articles. From the result, it was revealed that the use of critical reading strategies along with the use of authentic materials can improve students critical reading skills. It could be seen from the improvement of each cycle. The observation result showed that in the cycle 1, the students critical reading skill was 54% (fair), in cycle 2 the students critical reading was 68% (avarage), and in cycle 3, the students critical skills was 82% (good). Also, based on the critical reading skill criteria, the students critical reading skills had improved from 40% (nearly meet) to 80% (exceed).Meanwhile, from the students’ perception quesionaire it was shown that 63% students agreed tht critical reading activity using authentic text could improve critical thinking and 58% students agreed that doing critical reading activity could improve reading comprehension. The result had the implication that the use of authentic texts could improve students’ critical reading skills if it was taught by performing not lecturing them. Selectively choosing various strategies and materials can trigger students activeness in responding to a text, that eventually shape their critical reading skills.

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