Archipelago Educators Meeting XIII
The Literature Circle learning model in English stories can improve a reading culture that provides freedom in reading English stories that students choose according to their reading level..
This learning model can improve students' critical thinking in assessing the books they have read.
early
Language mastery in English teaching has been considered an effective way to develop students' cognitive aspects. This shows that English language teaching must be made relevant to the current situation in Indonesia, which leads to the development not only of language skills, but also towards the development of critical thinking, greater awareness in diverse ways of thinking and valuing. (Alwasilah, 1998; Bundhoo, 2000 quoted in Emilia, 2005, hal 2.). Therefore, English teachers in Indonesia are responsible for helping students acquire critical thinking skills. One way to teach critical thinking is through reading and writing.
While what Wallace stated (2003), that some students are from countries, like Indonesia, Japan, China tends to be less critical. Students from these countries were initially reluctant and lacked motivation to offer opinions (Wallace, 2003, hal. 57). This happens because students do not have the opportunity to share their ideas and how to discuss them. Most of them have a lack of confidence to convey ideas or opinions.
Challenge
Even though reading teaching has previously been carried out, only a few have studied reading learning models in Indonesia (quoted by Emilia, 2005; Chandra, 2007; and Cameos, 2007), especially reading stories in English. Based on the author's diagnostic observations in the field, Students can retell stories in English but they cannot understand the content of the reading well. If the teacher asks some questions they cannot explain properly. They just memorize the text but don't really understand it.
Action
The level of success is obtained from classroom observations of discussions carried out by students. The results of the learning implementation show that this program can help students to develop critical thinking aspects in understanding English stories, that is, communicating the author's intended meaning of what is written, and answer questions critically, articulate ideas clearly, understand what has been read, and discuss the information ideas obtained productively, using relevant aspects and knowledge in reading activities, Open-minded in providing opinions with convincing reasons, by recognizing situational differences.
Learning
Based on findings, Students' understanding has increased from literal understanding to evaluative/critical understanding. The implementation of this learning also revealed that students who were involved in discussions showed improvements in critical thinking. At the end of the program, Students' responses to reading English stories were positive and stated that they benefited greatly from the learning experiences gained during the teaching program.
The Literature Circle learning model in English stories can improve a reading culture that provides freedom in reading English stories that students choose according to their reading level..
This learning model can improve students' critical thinking in assessing the books they have read.
early
Language mastery in English teaching has been considered an effective way to develop students' cognitive aspects. This shows that English language teaching must be made relevant to the current situation in Indonesia, which leads to the development not only of language skills, but also towards the development of critical thinking, greater awareness in diverse ways of thinking and valuing. (Alwasilah, 1998; Bundhoo, 2000 quoted in Emilia, 2005, hal 2.). Therefore, English teachers in Indonesia are responsible for helping students acquire critical thinking skills. One way to teach critical thinking is through reading and writing.
While what Wallace stated (2003), that some students are from countries, like Indonesia, Japan, China tends to be less critical. Students from these countries were initially reluctant and lacked motivation to offer opinions (Wallace, 2003, hal. 57). This happens because students do not have the opportunity to share their ideas and how to discuss them. Most of them have a lack of confidence to convey ideas or opinions.
Challenge
Even though reading teaching has previously been carried out, only a few have studied reading learning models in Indonesia (quoted by Emilia, 2005; Chandra, 2007; and Cameos, 2007), especially reading stories in English. Based on the author's diagnostic observations in the field, Students can retell stories in English but they cannot understand the content of the reading well. If the teacher asks some questions they cannot explain properly. They just memorize the text but don't really understand it.
Action
The level of success is obtained from classroom observations of discussions carried out by students. The results of the learning implementation show that this program can help students to develop critical thinking aspects in understanding English stories, that is, communicating the author's intended meaning of what is written, and answer questions critically, articulate ideas clearly, understand what has been read, and discuss the information ideas obtained productively, using relevant aspects and knowledge in reading activities, Open-minded in providing opinions with convincing reasons, by recognizing situational differences.
Learning
Based on findings, Students' understanding has increased from literal understanding to evaluative/critical understanding. The implementation of this learning also revealed that students who were involved in discussions showed improvements in critical thinking. At the end of the program, Students' responses to reading English stories were positive and stated that they benefited greatly from the learning experiences gained during the teaching program.
Good practice before revised
Good practice elaboration
early
Language mastery in English teaching has been considered an effective way to develop students' cognitive aspects. This shows that English language teaching must be made relevant to the current situation in Indonesia, which leads to the development not only of language skills, but also towards the development of critical thinking, greater awareness in diverse ways of thinking and valuing. (Alwasilah, 1998; Bundhoo, 2000 quoted in Emilia, 2005, hal 2.). Therefore, English teachers in Indonesia are responsible for helping students acquire critical thinking skills. One way to teach critical thinking is through reading and writing.
While what Wallace stated (2003), that some students are from countries, like Indonesia, Japan, China tends to be less critical. Students from these countries were initially reluctant and lacked motivation to offer opinions (Wallace, 2003, hal. 57). This happens because students do not have the opportunity to share their ideas and how to discuss them. Most of them have a lack of confidence to convey ideas or opinions.
Challenge
Even though reading teaching has previously been carried out, only a few have studied reading learning models in Indonesia (quoted by Emilia, 2005; Chandra, 2007; and Cameos, 2007), especially reading stories in English. Based on the author's diagnostic observations in the field, Students can retell stories in English but they cannot understand the content of the reading well. If the teacher asks some questions they cannot explain properly. They just memorize the text but don't really understand it.
Action
The level of success is obtained from classroom observations of discussions carried out by students. The results of the learning implementation show that this program can help students to develop critical thinking aspects in understanding English stories, that is, communicating the author's intended meaning of what is written, and answer questions critically, articulate ideas clearly, understand what has been read, and discuss the information ideas obtained productively, using relevant aspects and knowledge in reading activities, Open-minded in providing opinions with convincing reasons, by recognizing situational differences.
Learning
Based on findings, Students' understanding has increased from literal understanding to evaluative/critical understanding. The implementation of this learning also revealed that students who were involved in discussions showed improvements in critical thinking. At the end of the program, Students' responses to reading English stories were positive and stated that they benefited greatly from the learning experiences gained during the teaching program.
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