Research Article
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Year 2017, Volume: 17 Issue: 71, 159 - 174, 20.09.2017

Abstract

References

  • Ali, S. (2011). Critical language awareness in pedagogic context. English Language Teaching, 4(4), 28–35. doi:10.5539/elt.v4n4p28
  • Barnet, S. & Bedau, H. (2011). Critical thinking, reading, and writing. Boston & New York: Bedford/St. Martin’s.
  • Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher education. South African Journal of Education, 32, 205–214.
  • Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159–165.
  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Fullerton: California State University.
  • Facione, P. A. (2013). Critical thinking: What it is and why it counts (Fifth edition). California: Measurment Reason LCC and Insight Assessment.
  • Facione, P. A. (2015). Critical thinking: What it is and why it counts (Sixth edition). California: Measurment Reason LCC and Insight Assessment.
  • Fairclough, N. (1989). Language and power. New York: Longman.
  • Flemming, L. (2012). Reading for thinking. Boston: Wadswort.
  • Gillet, J. W. & Temple, C. (1994). Understanding reading problemns: Assessment and instruction. New York: HarperCollins College Publisher.
  • Greiff, S., Niepel, C., & Wustenberg, C. (2015). 21st century skill: International advancements and recent developments. Thinking Skills and Creativity, 18, 1–3. doi:10.1016/j.tsc.2015.04.007
  • Gustine, G. G. (2014). Critical literacy in an indonesian EFL setting: Sustaining professional learning (Doctoral thesis, Deakin University). Retrieved from http://dro.deakin.edu.au/eserv/DU:30067332/gustine-critical-2014.pdf.
  • Hood, S. (1998). Critical literacy: What does it mean in theory and practice? Sydney: National Centre for English Language Teaching, Macquarie University.
  • Huang, S. Y. (2011). Reading “further and beyond the text”: Student perspectives of critical literacy in EFL reading and writing. Journal of Adolescent & Adult Literacy, 55(2), 145–154. doi:10.1002/JAAL.00017
  • Huijie, L. (2010). Developing a hierarchial framework of critical reading profiency. Chinese Journal of Applied Linguistics, 33(6), 40–54. Retrieved from http://www.celea.org.cn/teic/94/3.pdf
  • Izadinia, M & Abednia, A. (2010). Dynamics of an EFL Reading Course with a Critical Literacy Orientation. Journal of Language and Literacy Education, 6 (2), 51 ̶ 67.
  • Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. California: Corwin Press, Inc.
  • Kalantzis, M. & Cope, B. (2012). Literacies. Melbourne: Cambridge University Press.
  • Karadag, R. (2014). Primary school teacher candidates’ views towards critical reading skills and perceptions of their competence. Procedia Social and Behavioral Science, 152, 889–896. doi: doi.org/10.1016/j.sbspro.2014.09.339
  • Kuo, J. (2014). Critical Literacy in the EFL Classroom: Evolving multiple perspectives through learning tasks. The Journal of Asia TEFL, 11(4), 109–138.
  • Lesley, M. (2001). Exploring the links between critical literacy and developmental reading. Journal of Adolescent & Adult Literacy, 45(3), 180–189.
  • Locke, T. & Cleary, A. (2011). Critical literacy as an approach to literary study in the multicultural high-school classroom. English Teaching: Practice and Critique, 10(1), 119–139.
  • McLaughlin, M. & DeVoogd, G. (2004a). Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic.
  • McLaughlin, M. & DeVoogd, G. (2004b). Critical literacy as comprehention. Journal of Adolencent & Adult Literacy, 48(1), 52–62. doi:10.1598/JAAL.48.1.5
  • Morgan, W. (1997). Critical literacy in the classroom: The art of possible. New York: Routledge.
  • Morocco, C. C., Aguilar, C. M., Bershad, C., Kotula, A. W., & Hindin, A. (2008). Supported literacy for adolescents: Transforming teaching and content learning for the twenty-first century. San Fransisco: Jossey-Bass.
  • Norris, K., Lucas, L., & Prudhoe, C. (2012). Preparing preservice teachers to use critical literacy in the early chilhood classroom. Multicultural Education Journal, Winter, 59–62.
  • Nuttal, C. (2005). Teaching reading skill in foreign language. Oxford: Macmillan.
  • Priyatni, E. T. (2010). Membaca sastra dengan ancangan literasi kritis [Reading literature with critical literacy approach]. Jakarta: Bumi Aksara.
  • Puteh, M., Zin, Z. M., & Ismail, I. (2016). Reading performance of Malaysian students across gender in PISA 2012. 3L: The Southeast Asian Journal of English Language Studies, 22(2), 109 – 121. doi:10.17576/3L-2016-2202-08.
  • Roberge, G. D. (2013). Promoting critical literacy across the curriculum and fostering safer learning environments. What Works? Research into Practice, 48, 1–4.
  • Soares, L. B. & Wood, K. (2010). A critical literacy perspective for teaching and learning social studies. The Reading Teacher, 63(6): 486–494. doi:10.1598/RT.63.6.5
  • Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our time. San Fransisco: Jossey-Bass.
  • Wallace, C. (1992). Critical literacy awareness in EFL classroom. In N. Fairclough (Ed.), Critical language awareness (pp. 59–92). London: Longman.
  • Wallace, C. (2010). Critical reading in language education. New York: Pallgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes. Thinking Skills and Creativity, 22, 256–265. doi:10.1016/j.tsc.2016.10.002
  • Yang, S. Y. (2011). Critical literacy practices in a Korean EFL context: A case study of Korean undergraduates learning English reading and writing (Unpublished doctoral dissertation). Indiana University, Bloomington.
  • Zin, M. Z., Eng, W. B., & Rafiek-Galea, S. (2014). Critical reading ability and its relation to L2 proficiency of Malaysian ESL learners. 3L: The Southeast Asian Journal of English Language Studies, 20(2), 43–54. doi:10.17576/3L-2014-2002-04.

The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills

Year 2017, Volume: 17 Issue: 71, 159 - 174, 20.09.2017

Abstract

Purpose: This study aimed to measure the effect of the critical literacy approach on pre-service language teachers’ critical reading skills. The critical reading skills measured consisted of six levels: interpretation, analysis, inference, evaluation, explanation, and self-regulation.

Research Methods: This study was designed as a quasi-experiment which involved 56 pre-service teachers studying at the Indonesian Language Teaching Department, Universitas Negeri Makassar, Indonesia. Research data was collected using a critical reading test. Prior to the study, a package of instructional materials was developed for the experimental group. Data was analyzed with descriptive statistics and ANCOVA test with pretest scores as the covariate. Significance level was determined at = .05.

Findings: The results of the study indicated that the critical literacy approach had a significant effect on the pre-service language teachers’ critical reading skills. The experimental group achieved better at critical reading skills and reached higher post-test scores on average. It indicated that the critical literacy approach had a significant effect on critical reading skills, which include interpretation, analysis, making an inference, evaluation, explanation, and self-regulation.

Implications for Research and Practice: Based on the results of the research, it can be concluded that the critical literacy approach was effective in improving the students’ critical reading skills. These findings suggest that the process of reading a text critically from the domination perspective can develop students’ critical thinking. Future research could possibly discuss the results of a test conducted to investigate the effectiveness of the critical literacy approach based on gender variables, cognitive ability levels, and reading habit.

References

  • Ali, S. (2011). Critical language awareness in pedagogic context. English Language Teaching, 4(4), 28–35. doi:10.5539/elt.v4n4p28
  • Barnet, S. & Bedau, H. (2011). Critical thinking, reading, and writing. Boston & New York: Bedford/St. Martin’s.
  • Bharuthram, S. (2012). Making a case for the teaching of reading across the curriculum in higher education. South African Journal of Education, 32, 205–214.
  • Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159–165.
  • Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Fullerton: California State University.
  • Facione, P. A. (2013). Critical thinking: What it is and why it counts (Fifth edition). California: Measurment Reason LCC and Insight Assessment.
  • Facione, P. A. (2015). Critical thinking: What it is and why it counts (Sixth edition). California: Measurment Reason LCC and Insight Assessment.
  • Fairclough, N. (1989). Language and power. New York: Longman.
  • Flemming, L. (2012). Reading for thinking. Boston: Wadswort.
  • Gillet, J. W. & Temple, C. (1994). Understanding reading problemns: Assessment and instruction. New York: HarperCollins College Publisher.
  • Greiff, S., Niepel, C., & Wustenberg, C. (2015). 21st century skill: International advancements and recent developments. Thinking Skills and Creativity, 18, 1–3. doi:10.1016/j.tsc.2015.04.007
  • Gustine, G. G. (2014). Critical literacy in an indonesian EFL setting: Sustaining professional learning (Doctoral thesis, Deakin University). Retrieved from http://dro.deakin.edu.au/eserv/DU:30067332/gustine-critical-2014.pdf.
  • Hood, S. (1998). Critical literacy: What does it mean in theory and practice? Sydney: National Centre for English Language Teaching, Macquarie University.
  • Huang, S. Y. (2011). Reading “further and beyond the text”: Student perspectives of critical literacy in EFL reading and writing. Journal of Adolescent & Adult Literacy, 55(2), 145–154. doi:10.1002/JAAL.00017
  • Huijie, L. (2010). Developing a hierarchial framework of critical reading profiency. Chinese Journal of Applied Linguistics, 33(6), 40–54. Retrieved from http://www.celea.org.cn/teic/94/3.pdf
  • Izadinia, M & Abednia, A. (2010). Dynamics of an EFL Reading Course with a Critical Literacy Orientation. Journal of Language and Literacy Education, 6 (2), 51 ̶ 67.
  • Johnson, E. B. (2002). Contextual teaching and learning: What it is and why it’s here to stay. California: Corwin Press, Inc.
  • Kalantzis, M. & Cope, B. (2012). Literacies. Melbourne: Cambridge University Press.
  • Karadag, R. (2014). Primary school teacher candidates’ views towards critical reading skills and perceptions of their competence. Procedia Social and Behavioral Science, 152, 889–896. doi: doi.org/10.1016/j.sbspro.2014.09.339
  • Kuo, J. (2014). Critical Literacy in the EFL Classroom: Evolving multiple perspectives through learning tasks. The Journal of Asia TEFL, 11(4), 109–138.
  • Lesley, M. (2001). Exploring the links between critical literacy and developmental reading. Journal of Adolescent & Adult Literacy, 45(3), 180–189.
  • Locke, T. & Cleary, A. (2011). Critical literacy as an approach to literary study in the multicultural high-school classroom. English Teaching: Practice and Critique, 10(1), 119–139.
  • McLaughlin, M. & DeVoogd, G. (2004a). Critical literacy: Enhancing students’ comprehension of text. New York: Scholastic.
  • McLaughlin, M. & DeVoogd, G. (2004b). Critical literacy as comprehention. Journal of Adolencent & Adult Literacy, 48(1), 52–62. doi:10.1598/JAAL.48.1.5
  • Morgan, W. (1997). Critical literacy in the classroom: The art of possible. New York: Routledge.
  • Morocco, C. C., Aguilar, C. M., Bershad, C., Kotula, A. W., & Hindin, A. (2008). Supported literacy for adolescents: Transforming teaching and content learning for the twenty-first century. San Fransisco: Jossey-Bass.
  • Norris, K., Lucas, L., & Prudhoe, C. (2012). Preparing preservice teachers to use critical literacy in the early chilhood classroom. Multicultural Education Journal, Winter, 59–62.
  • Nuttal, C. (2005). Teaching reading skill in foreign language. Oxford: Macmillan.
  • Priyatni, E. T. (2010). Membaca sastra dengan ancangan literasi kritis [Reading literature with critical literacy approach]. Jakarta: Bumi Aksara.
  • Puteh, M., Zin, Z. M., & Ismail, I. (2016). Reading performance of Malaysian students across gender in PISA 2012. 3L: The Southeast Asian Journal of English Language Studies, 22(2), 109 – 121. doi:10.17576/3L-2016-2202-08.
  • Roberge, G. D. (2013). Promoting critical literacy across the curriculum and fostering safer learning environments. What Works? Research into Practice, 48, 1–4.
  • Soares, L. B. & Wood, K. (2010). A critical literacy perspective for teaching and learning social studies. The Reading Teacher, 63(6): 486–494. doi:10.1598/RT.63.6.5
  • Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our time. San Fransisco: Jossey-Bass.
  • Wallace, C. (1992). Critical literacy awareness in EFL classroom. In N. Fairclough (Ed.), Critical language awareness (pp. 59–92). London: Longman.
  • Wallace, C. (2010). Critical reading in language education. New York: Pallgrave Macmillan.
  • Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for academic purposes. Thinking Skills and Creativity, 22, 256–265. doi:10.1016/j.tsc.2016.10.002
  • Yang, S. Y. (2011). Critical literacy practices in a Korean EFL context: A case study of Korean undergraduates learning English reading and writing (Unpublished doctoral dissertation). Indiana University, Bloomington.
  • Zin, M. Z., Eng, W. B., & Rafiek-Galea, S. (2014). Critical reading ability and its relation to L2 proficiency of Malaysian ESL learners. 3L: The Southeast Asian Journal of English Language Studies, 20(2), 43–54. doi:10.17576/3L-2014-2002-04.
There are 38 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sultan Sultan This is me

Ahmad Rofıuddın This is me

Nurhadi Nurhadı This is me

Endah Tri Prıyatnı4 This is me

Publication Date September 20, 2017
Published in Issue Year 2017 Volume: 17 Issue: 71

Cite

APA Sultan, S., Rofıuddın, A., Nurhadı, N., Prıyatnı4, E. T. (2017). The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills. Eurasian Journal of Educational Research, 17(71), 159-174.
AMA Sultan S, Rofıuddın A, Nurhadı N, Prıyatnı4 ET. The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills. Eurasian Journal of Educational Research. September 2017;17(71):159-174.
Chicago Sultan, Sultan, Ahmad Rofıuddın, Nurhadi Nurhadı, and Endah Tri Prıyatnı4. “The Effect of the Critical Literacy Approach on Pre-Service Language Teachers’ Critical Reading Skills”. Eurasian Journal of Educational Research 17, no. 71 (September 2017): 159-74.
EndNote Sultan S, Rofıuddın A, Nurhadı N, Prıyatnı4 ET (September 1, 2017) The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills. Eurasian Journal of Educational Research 17 71 159–174.
IEEE S. Sultan, A. Rofıuddın, N. Nurhadı, and E. T. Prıyatnı4, “The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills”, Eurasian Journal of Educational Research, vol. 17, no. 71, pp. 159–174, 2017.
ISNAD Sultan, Sultan et al. “The Effect of the Critical Literacy Approach on Pre-Service Language Teachers’ Critical Reading Skills”. Eurasian Journal of Educational Research 17/71 (September 2017), 159-174.
JAMA Sultan S, Rofıuddın A, Nurhadı N, Prıyatnı4 ET. The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills. Eurasian Journal of Educational Research. 2017;17:159–174.
MLA Sultan, Sultan et al. “The Effect of the Critical Literacy Approach on Pre-Service Language Teachers’ Critical Reading Skills”. Eurasian Journal of Educational Research, vol. 17, no. 71, 2017, pp. 159-74.
Vancouver Sultan S, Rofıuddın A, Nurhadı N, Prıyatnı4 ET. The Effect of the Critical Literacy Approach on Pre-service Language Teachers’ Critical Reading Skills. Eurasian Journal of Educational Research. 2017;17(71):159-74.