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All Journal Jurnal Pendidikan Humaniora EDUCAFL : E-Journal of Education of English as a Foreign Language
Rahmaniah Oktaviah
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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TEACHER’S BELIEFS AND PRACTICE TOWARD THE TEACHING READING STRATEGIES TO FOSTER STUDENTS’ CRITICAL THINKING Rahmaniah Oktaviah; Johannes Ananto Prayogo; M Misbahul Amri
Jurnal Pendidikan Humaniora Vol 9, No 3: SEPTEMBER 2021
Publisher : Pascasarjana UM

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Abstract

Abstract: This is a case study designed to investigate the Advanced Reading teacher’s beliefs in teaching reading and their practice, especially by involving critical thinking. It is obtained that the teacher believes in several strategies in teaching reading, which are case study, group discussion, and presentation of the text’s summary. While for the teaching practice the teacher implements several strategies which are group and classroom discussion, presentation and questioning, summarizing, and also storytelling. Some of the strategies are congruent with the teacher’s beliefs and some others are not in line with the teacher’s beliefs.Keywords: teacher’s belief, strategies, critical thinking Abstrak: Penelitian ini dilaksanakan melalui metode case study untuk mengetahui konsep guru dalam strategi pengajaran Reading serta tindakan praktikal yang dilakukan di kelas, terutama dalam mengintegrasikan pola berfikir kritis dalam kegiatan Reading. Hasil penelitian ini menunjukkan bahwa guru memiliki pandangan terhadap beberapa strategi mengaajr Reading yaitu studi kasus, diskusi dalam grup, dan presentasi dari hasil menyimpulkan bacaan. Sedangkan dalam kegiatan mengajar, guru menerapkan diskusi grup dan kelas, presentasi dan tanya jawab, membuat kesimpulan, dan juga menceritakan kembali. Beberapa strategi yang diterapkan di kelas sesuai dengan konsep yang dimiliki guru, dan beberapa strategi tidak sesuai dengan konsep yang dimiliki.Kata Kunci: keyakinan guru, strategi, berpikir kritis
Inquiry-based teaching to develop efl students’ Critical thinking in reading comprehension Rahmaniah Oktaviah; Nissa Mawarda Rokhman; Andi Reza Maulana
EDUCAFL : Journal of Education of English as Foreign Language Vol 4, No 1 (2021): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.educafl.2021.004.01.05

Abstract

The technology advancement in this era of globalization promotes the innovation and transformation in English language teaching and learning especially for EFL students. The innovations in English Language teaching and learning have fostered the variations of teaching strategy and method. One of the recent strategies proposed in pedagogical context is inquiry-based teaching strategy. Since the recent issues of active learning have been discussed in some school of thoughts, it is closely related to the importance of critical thinking students should have. In order to achieve English language learning goals, which is to enhance the students’ skill, competence, and also critical thinking, the teaching and learning process has to be designed more innovatively and effectively. Nevertheless, the implementation of this strategy should be adjusted in accordance to the students’ capability in learning English in class. Therefore, teachers have to understand well the characteristics of inquiry-based teaching before implementing it in class. This paper attempts to explore the use of inquiry-based teaching in promoting students’ critical thinking, especially in reading comprehension.  This paper discusses the issues of this strategy based on theoretical frameworks and provides the example of an activity using 5E that can be applied in class. The reading activity through inquiry-based teaching can be constructed by the teacher by considering the students’ condition and environment
Co-Authors Andi Reza Maulana Johannes Ananto Prayogo M. Misbahul Amri Rokhman, Nissa Mawarda