Tania, Sisi (2024) The Teaching of Critical Reading in an EFL Classroom (A Qualitative Exploratory Study Conducted at SMPN 1 Jawilan). S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.

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Abstract

This study explores teaching critical reading in an EFL classroom, focusing on the teacher's methods, perspectives, and student challenges. The study utilized exploratory qualitative techniques, including participant observation, semi-structured interviews, and open-ended question, eighth-grade students and their teachers at SMPN 1 Jawilan were studied. The findings reveal five key teaching processes, namely: students followed the teacher's directions to understand and annotate unfamiliar words, the teacher posed questions to assess the student's comprehension, all students successfully grasped the main points of the text, students demonstrated proficiency in answering questions, and summarizing the text, but faced challenges in pinpointing the text's topic. Teacher challenges such as limited student vocabulary and motivation and student difficulties include vocabulary deficiency and comprehension gaps. In conclusion, this research highlights the complexities of teaching and learning critical reading in an EFL setting, emphasizing the need for targeted interventions to address student challenges and enhance learning outcomes.

Item Type:	Thesis (S1)
Contributors:	Contribution Contributors NIP/NIM Thesis advisor Samanhudi, Udi 198301232006041001 Thesis advisor Rahmawati, Eri 197810232005012003
Additional Information:	Penelitian ini mengeksplorasi pengajaran membaca kritis di kelas EFL, dengan fokus pada metode, perspektif, dan tantangan siswa. Penelitian ini menggunakan teknik kualitatif eksploratif, termasuk observasi partisipan, wawancara semi-terstruktur, dan pertanyaan terbuka, siswa kelas delapan dan guru mereka di SMPN 1 Jawilan dipelajari. Temuan penelitian mengungkapkan lima proses pengajaran utama, yaitu: siswa mengikuti arahan guru untuk memahami dan membuat anotasi kata-kata yang tidak dikenal, guru mengajukan pertanyaan untuk menilai pemahaman siswa, semua siswa berhasil memahami poin-poin utama teks, siswa menunjukkan kemahiran dalam menjawab pertanyaan, dan meringkas teks, tetapi menghadapi tantangan dalam menentukan topik teks. Tantangan yang dihadapi guru adalah terbatasnya kosakata dan motivasi siswa, serta kesulitan yang dialami siswa termasuk kekurangan kosakata dan kesenjangan pemahaman. Sebagai kesimpulan, penelitian ini menyoroti kompleksitas pengajaran dan pembelajaran membaca kritis dalam lingkungan EFL, yang menekankan perlunya intervensi yang ditargetkan untuk mengatasi tantangan siswa dan meningkatkan hasil pembelajaran.
Uncontrolled Keywords:	Critical Reading, EFL Classroom, Teaching
Subjects:	P Language and Literature > PR English literature
Divisions:	02-Fakultas Keguruan dan Ilmu Pendidikan > 88203-Jurusan Pendidikan Bahasa Inggris 02-Fakultas Keguruan dan Ilmu Pendidikan
Depositing User:	Sisi Tania
Date Deposited:	20 May 2024 11:32
Last Modified:	20 May 2024 13:21
URI:	http://eprints.untirta.ac.id/id/eprint/35182

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