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IKA PUSPITARINI
UNIVERSITAS GRESIK
Education Languange, Linguistic, Communication & Media

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IMPROVING STUDENTS' ABILITY IN READING EXPOSITORY TEXTS USING DIRECTED READING-THINKING ACTIVITY (DRTA) STRATEGY IKA PUSPITARINI; SANTI ERLIANA; NOVI SRIWULANDARI
AESTHETICS : Jurnal Fakultas Sastra Universitas Gresik Vol 6 No 1 (2017)
Publisher : Fakultas Sastra Universitas Gresik

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Abstract

Critical thinking can be considered as the ultimate goal in the process of teaching and learning. It is an organized process that needs highly order of mental activities, such as analyzing, associating, distinguishing, interpreting, and summarizing the information in order not to “create” bias in every decision made. Teachers have a paramount task to help the students to develop their critical thinking. One way to build this critical thinking is through reading, introducing one of reading strategies, named Directed Thinking Reading Activity (DR-TA). DRTA extends reading to higher-order thought processes and provides lecturers with a great deal about each student's ideas, thought processes, prior knowledge and thinking skills. DR-TA also contains of activities that encourages critical awareness of the reader’s role and active involvement with text through the process of predicting, verifying, judging, and extending thinking about the text material. Hence, it can be promoted to be one of ways to build the critical thinking among the students.
RAISING STUDENTS’ PRAGMATIC AWARENESS IN THE READING CLASSES USING E-MAILS IKA PUSPITARINI
AESTHETICS : Jurnal Fakultas Sastra Universitas Gresik Vol 7 No 1 (2018)
Publisher : Fakultas Sastra Universitas Gresik

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Abstract

This paper is aimed to discuss the importance of raising the students’ pragmatic awareness in reading classes using emails. As emails are in written forms, it is sometimes difficult to communicate by avoiding misunderstanding. There are three reasons why it becomes the best example for the students to analyze the Speech Acts’ elements in e-mails in their Reading class; (1) it is considered as authentic material. The students are able to learn how the language is used in daily life, (2) its language is a hybrid of speech and writing. Enhancing students’ pragmatic awareness will lead to certain benefits. It helps students to be able to use appropriate utterances in particular situations to avoid pragmatic mistakes; it makes students feel more certain to behave in target language culture; it helps them better understand the connotative messages in each situation, and make correct presuppositions and it gives them the chance to have a better understanding and appreciation toward their own culture and the culture of others.
Co-Authors NOVI SRIWULANDARI SANTI ERLIANA