Analisis Dimensi Berpikir Kritikal dalam Program Membaca Ekstensif
Abstract
This research aims to analyze critical thinking dimensions in an extensive reading program. The research qualitative research approach, with a case study design. The participants consist of students at the university who take part in extensive reading programs. Data were collected through reading reading logs and tests that measured students' critical thinking. The data collected from the critical thinking test was then analyzed statistically, while the log reading data was processed using a qualitative analysis approach. The results showed that there were differences in students' critical thinking test results before and after participating in the extensive reading program. This result was supported by the participants’ reading logs. The extensive reading program implemented by the researchers may not directly create significant changes in terms of average grades, but the results indicate that the program effectively improves students' overall understanding and critical thinking abilities. Therefore, although the results of the significance test are able to provide an idea of whether the changes that occur between the Pre-Test and Post-Test are random or not, the results of the Ho analysis highlight the substantial impact achieved through the treatment that the researcher provided.
Downloads
References
Aloqaili, A. S. (2011). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University-Languages and Translation, 23(1), 31-36.
Amabile, T. (2018). Creativity In Context (1st ed.). Taylor and Francis. https://www.perlego.com /book/1 596749/creativity-in-context-update-to-the-social-psychology-of-creativity-pdf
Bailin, S., & Battersby, M. (2015). Teaching critical thinking as inquiry. The Palgrave Handbook of Critical Thinking in Higher Education. https://doi.org/10.1057/9781137378057.0012
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Singapore: SAGE.
Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27, 294–301.
Eftekhary, A. A., & Kalayeh, K. B. (2014). The relationship between critical thinking and extensive reading on Iranian intermediate EFL learners. Journal of Novel Applied Sciences, 3(6), 623-628.
Elder, L., & Paul, R. (2010). Critical thinking: Competency standards essential for the cultivation of intellectual skills, part 1. Journal of Developmental Education, 34(2), 38-39.
Ennis, R. (2018). Critical thinking across the curriculum: A vision. Topoi, 37. 10.1007/s11245-016-9401-4.
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment. https://www.insightassessment.com/CT-Resources/Teaching-for-Critical-Thinking/Critical-Thinking-What-It-Is-and-Why-It-Counts
Fahim, M., & Sa’eepour, M. (2011). The impact of teaching critical thinking skills on reading comprehension of Iranian EFL learners. English Language Teaching, 4(4), 204-212.
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.
Handayani, R. (2018). Employing critical reading strategy to promote students’ high order thinking skills. Indonesian Journal of EFL and Linguistics, 3(2), 184-196.
Husna, N. (2016). Practicing critical thinking through extensive reading activities. Ideas for 21st Century Education Proceedings of the Asian Education Symposium (AES 2016), November 22-23, 2016, Bandung, Indonesia
Husna, N. (2019). Developing Students’ Critical Thinking Through An Integrated Extensive Reading Program. Teflin Journal, 30(2), 212-230.
Jeon, E. Y., & Day, R. R. (2016). The effectiveness of ER on reading proficiency: A meta-analysis. Reading in a Foreign Language, 28(2), 246-265.
Khonamri, F. & Farzanegan, M. (2016). Literature-based extensive reading accompanied by reading logs: A case for developing critical thinking skills of English literature students. International Journal of Education, 9(1), 58-67. doi: dx.doi.org/10.17509/ije.v9i1.3719
Liu, J., & Zhang, J. (2018). The Effects of Extensive Reading on English Vocabulary Learning: A Meta-Analysis. English language teaching, 11(6), 1-15.
Nhapulo, M. A., Simon, E., & Herreweghe, M. V. (2017). Enhancing academic reading skills through extensive reading. Southern African Linguistics and Applied Language Studies, 35(1), 17–40. https://doi.org/10.2989/16073614.2016.1267578
Paul, R., & Elder, L. (2006). Critical Thinking: Learn the Tools the Best Thinkers Use. Pearson Prentice Hall.
P21 Partnership for 21st Century Learning. (2007). Framework for 21st Century Learning. Retrieved from https://static.battelleforkids.org/documents/p21/p21_framework_brief.pdf
Rodrigo, V., Greenberg, D., Burke, V., Hall, R., Berry, A., Brinck, T., Joseph, H., & Oby, M. (2016). Implementing an extensive reading program and library for adult literacy learners. Journal of Adolescent & Adult Literacy, 60(5), 575-585.
Ro, E. (2016). Exploring teachers' practices and students' perceptions of the extensive reading approach in EAP reading classes. Journal of English for Academic Purposes, 22, 32–41. https://doi.org/10.1016/j.jeap.2016.01.006
Starkey, L. B. (2010). Critical thinking skills success in 20 minutes a day. Learning Express.
Suk, N. (2016). The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition. Reading Research Quarterly, 52(1), 73–89. https://doi.org/10.1002/rrq.152
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). ELT Journal, 70(1), 30-40.
Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36(4), 661–672. https://doi.org/10.1016/j.system.2008.04.003
Copyright (c) 2024 Stella Prancisca, Ana Fergina, Muhammad Ainur Rizqi, Fajar Aminullah, Decky Y. Ndaumanu, Endah Setya Ningsih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
