A READER RESPONSE APPROACH IN COLLABORATIVE READING PROJECTS TO FOSTER CRITICAL THINKING SKILLS

Truly Almendo Pasaribu, Yuseva Ariyani Iswandari

Abstract


Reading has become a major concern of EFL educators. Reading does not only help students learn foreign languages, but it is also believed that it has a strong link with critical thinking skills. A reader response approach in collaborative works, adapted from literary theory, is believed to be beneficial for the students. Therefore, this study aims at investigating the answers to these two questions: (1) how are the collaborative reader responses implemented in Critical Reading and Writing II? and (2) To what extent does reader response approaches promote students critical thinking skills? With these questions in mind, the researchers collect the data by involving 24 participants from CRW II (Critical Reading and Writing) class. The data gathered from classroom observations, online archives and students reflections are analyzed descriptively, using qualitative case study method. It is hoped that the implementation of this approach can be useful not only to improve students reading skills, but also to provide more opportunity for students to exercise their critical thinking skills.

Keywords


reader response; EFL reading; critical thinking

Full Text:

PDF

References


Abrams, M.H. (1971). The Mirror and The Lamp: Romantic Theory and The Critical Tradition. USA: Oxford University Press.

Beach, R. (1993). A teachers introduction to reader response theories. Urbana, IL: National Council of Teachers of English.

Biglari, N. (2017). An Investigation into the Effect of Reader Response Approach on EFL Learners Reading Comprehension , Vocabulary Retention and Test Anxiety, 7(8), 633643.

Brooks, W. (2006). Reading representations of themselves: Urban youth use culture and African American textual features to develop literacy understandings. Reading Quarterly Research, 41(3), 372-392. doi: 10.1598/PRQ.41.3.4

Carlisle, A. (2000). Reading logs: an application of reader- response theory in ELT. ELT Journal, 54(1), 1219. http://doi.org/10.1093/elt/54.1.12

Chou, I. (2015). Engaging EFL Students in E-books Using Reader-Response Theory, 15(2), 167181.

Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136141. Retrieved from http://www.nflrc.hawaii.edu/RFL/October2002/day/day.html

Eftekhary, A. A., & Kalayeh, K. B. (2014). The Relationship between Critical Thinking and Extensive Reading on Iranian Intermediate EFL Learners, (1997), 623628.

Elder, L. & Paul, R. (1994) Critical thinking: Why we must transform our teaching. Journal of Developmental Education, 18(1), 34-35.

Hughes, J. (2014). Critical Thinking in the Language Classroom. Oxford: ELi.

Lee, H. (2012). The reading response e-journal?: An alternative way to engage low-achieving EFL students, (142). http://doi.org/10.1177/1362168812457539

Liaw, M. (2007). Content-Based Reading and Writing for Critical Thinking Skills in an EFL Context, 2(Summer), 4587.

Masduqi, H. (2011). Critical Thinking Skills and Meaning in English Language Teaching. TEFLIN Journal, 22, 185200. http://doi.org/10.15639/TEFLINJOURNAL.V22I2/185-200

Miller, J.W. and McKenna, M. C. (2016). World literacy: How countries rank and why it matters. New York: Routledge

Mohammadi, E. N., Heidari, F., & Niry, N. D. (2012). The Relationship between Critical Thinking Ability and Reading Strategies used by Iranian EFL Learners, 5(10), 192201. http://doi.org/10.5539/elt.v5n10p192

Ning, H. (2011). Adapting cooperative learning in tertiary ELT. ELT Journal, 65(1), 6070. http://doi.org/10.1093/elt/ccq021

Pasaribu, T. A. (2016). Students Writing Anxiety: Causes and Effects of a Moodle-Based Writing Course. Kotesol Proceedings, 8796.

Pastor, M. L. C., & Perry, D. (2010). The Collaborative Approach in Content and Language Integrated Learning. Revista Alicantina de Estudios Ingleses, 23, 6981.

Paul, R. W. (1992). Critical thinking: What every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking

Rosenblatt, L. (2004). The Transactional Theory of Reading and Writing. In R. Ruddell, R. & Unrau, N. (Eds.), Theoretical Models and Processes of Reading, 1363-1398, Newark, DE: International Reading Association

Thomas, M. & Reinders, H. (2010). eds. Task-Based Language Learning and Teaching with Technology.New York: Continuum

Tyson, L. (2006). Critical theory today: A user-friendly guide (2nd ed.). New York, NY: Routledge

Xu, J. (2011). The Application of Critical Thinking in Teaching English Reading. Theory and Practice in Language Studies, 1(2), 136141. http://doi.org/10.4304/tpls.1.2.136-141

Zhao, R. & Hirvela, A. (2015) Undergraduate ESL students engagement in academic reading and writing. Reading in a Foreign Language 27( 2), 219241




DOI: https://doi.org/10.24071/llt.v22i2.1960

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Truly Almendo Pasaribu



Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.