Defendemos que una formación sólida en lectura crítica contribuye a formar ciudadanos más respetuosos, autónomos y dialogantes para una democracia más madura y justa. Mostramos con ejemplos reales la relación entre comprensión lectora e... more
Defendemos que una formación sólida en lectura crítica contribuye a formar ciudadanos más respetuosos, autónomos y dialogantes para una democracia más madura y justa. Mostramos con ejemplos reales la relación entre comprensión lectora e interpretación de la ideología, definimos lo que es un lector crítico y revisamos investigaciones previas sobre la práctica crítica de la lectura con los libros de texto y otros recursos, para concluir que los aprendices ni reciben formación suficiente en este punto ni están preparados para enfrentarse a la selva de los textos cotidianos. Acabamos con varias recomendaciones prácticas para plantear tareas de lectura en el aula que enfaticen la lectura crítica y preparen para la democracia.
El artículo analiza como nueve estudiantes universitarios de primer cuso comprenden la ideología de dos editoriales que tratan un mismo tema político desde una orientación opuesta. La metodología es cualitativa y utiliza cuestionarios... more
El artículo analiza como nueve estudiantes universitarios de primer cuso comprenden la ideología de dos editoriales que tratan un mismo tema político desde una orientación opuesta. La metodología es cualitativa y utiliza cuestionarios abiertos y entrevistas semiestructuradas para recoger las respuestas y los comentarios de los informantes, que se contrastan con el análisis lingüístico usando el aparato teórico del Análisis del Discurso. Los resultados muestran una gran diversidad de conductas, desde lectores que pueden identificar la ideología y elaborar una respuesta personal coherente, hasta lectores que dan interpretaciones erráticas e incoherentes. La discusión de los datos sugiere algunas vías para promover un aprendizaje de prácticas lectoras más críticas y contextualizadas.
This paper aims at showing how comprehension of a text should not only focus on understanding the explicit but also the inferential meaning with a little inclination towards training the learners to tolerate vagueness since moderate level... more
This paper aims at showing how comprehension of a text should not only focus on understanding the explicit but also the inferential meaning with a little inclination towards training the learners to tolerate vagueness since moderate level of ambiguity can have very positive effects on poor or incomplete schemata
The thesis examines how the artists’ book as an object and the artists’ book as a process work in opposition, whereby the display of process that produces the book’s pieces undermines the whole, perfectly realised art object on which the... more
The thesis examines how the artists’ book as an object and the artists’ book as a process work in opposition, whereby the display of process that produces the book’s pieces undermines the whole, perfectly realised art object on which the art market is based. The artists’ book is situated within the Visual Art movements of Modernism and Formalism and Postmodernism; Structuralism and Post-Structuralism, to address the transition from the book as an object (performance) to contemporary notions of the book as an experience, that engages in performativity. The thesis documents the “performative turn,” portraying the collapsing of binaries between the subject (artist and viewer) and the object (the work of art). This involves the application of numerous seminal texts from theoreticians including Michael Fried, Roland Barthes, J.L Austin, Jacques Derrida and Judith Butler that realise the shift from the ‘linguistic turn’ (culture as text) to the ‘performative turn’ (culture as performance). Ultimately, the thesis emphasises the importance of performativity as a critical strategy within the study of visual culture and suggests interpretation as a fragile affair that offers a critique of art criticism as they have been traditionally practiced.
Since the implementation of School Based Curriculum (KTSP) in secondary school in Indonesia, considerable attention has been paid to the Genre Based Approach (GSA) to teaching and learning English. Several research findings have shown the... more
Since the implementation of School Based Curriculum (KTSP) in secondary school in Indonesia, considerable attention has been paid to the Genre Based Approach (GSA) to teaching and learning English. Several research findings have shown the effectiveness of GSA in helping the students to learn the organizational structure as well as linguistic features ofa certain genre (See Kim 2006, Drury 2001, and Emilia 2005, among others). Nevertheless, Genre pedagogy (Hyland, 2007) is criticized for being static and decontextualized based on the claim that the teacher is not able to reproduce in class the culture and contexts by which texts are shaped. Reflecting on the fact, this writing aims to propose several activities involving critical reading to facilitate students' learning in GBA classes. Critical reading is assumed to indirectly pose intriguing questions to lead the students to connect and contextualize the reading to their life in a meaningful way. Having this, the teacher will not only have an opportunity to assess the students' ability to recognize the organizational structure and linguistic features of a text but also to build their ability to connect ideas from their own context and culture to the text. The goal will be to strengthen the students' ability to read more knowledgeably, understand more clearly, analyze more carefully, and assess more accurately (Reichenbach, 2001).
To become fluent readers, ESL students must know that, besides communicating, they need to do a lot of reading. For the students to achieve their reading fluency, ESL teachers must help them by teaching them a range of reading... more
To become fluent readers, ESL students must know that, besides communicating, they need to do a lot of reading. For the students to achieve their reading fluency, ESL teachers must help them by teaching them a range of reading comprehension strategies and be encouraged to reflect on their own understanding and learning. This is crucial because these reading strategies, once acquired, the students will be able to read English texts beyond their literal interpretation and are able to reflect on complex meanings of the text whether by the implicating and/or deducting process.
This paper reports a descriptive study which explored how teacher beliefs influence their decision-making in teaching critical reading strategies at three different institutions in the Mekong Delta. Using a descriptive mixed method,... more
This paper reports a descriptive study which explored how teacher beliefs influence their decision-making in teaching critical reading strategies at three different institutions in the Mekong Delta. Using a descriptive mixed method, questionnaires and interviews were undertaken with English as foreign language (EFL) teachers. The findings of this study indicate that these participating teachers believed critical reading strategy instruction plays an important role in enhancing their students’ comprehension of reading texts. Findings also reveal that of the four factors influencing teachers’ decision-making of utilizing these skills, student-related factors were found to be highest. This propensity for involving students in critical reading strategies gives rise to some pedagogical implications for teachers while designing appropriate tasks and lesson plans.
Friendly Way to Reading Poetry Friendly Way to Reading Prose Friendly Way to Reading Drama Friendly Way to Reading Fiction Realistically speaking, it is a fact that many children within the school system of Sri Lanka have no notion of... more
Friendly Way to Reading Poetry Friendly Way to Reading Prose Friendly Way to Reading Drama Friendly Way to Reading Fiction
Realistically speaking, it is a fact that many children within the school system of Sri Lanka have no notion of what it is to study English Literature, although it is a subject in the Sri Lanka GCE (O'Level) curriculum, and therefore as always, it remains restricted to a few elite schools and a few children coming from elite backgrounds with a certain home-grown knowledge of English. One must remember that it is impossible to teach English to a child as a language. Teaching the complex grammatical structures is an age-old enterprise which yields in "almost" nothing. While teaching English to children what should be inculcated in them from a very young age is the habit of reading and appreciating, which then automatically will have a spillover effect on their knowledge of grammar and stylistics. In order for this process to take place, an early exposure to English literature is ideal, but at the same time material becomes necessary and the lack of proper material presenting the syllabus contents in a simple comprehensible manner poses a huge problem. When we talk of material, we cannot expect the children at an early stage to read complex critical analyses written on the texts in question.
ABSTRACT Nur Khamisah (105351133116). The Students’ Ability To Learn English In Terms Of Critical Reading At The Tenth Grade Of Smait Ar-Rahmah Makassar This research aims to analyse The Students’ Ability To Learn English In Terms... more
ABSTRACT
Nur Khamisah (105351133116). The Students’ Ability To Learn English In Terms Of Critical Reading At The Tenth Grade Of Smait Ar-Rahmah Makassar
This research aims to analyse The Students’ Ability To Learn English In Terms Of Critical Reading. The problem of this research is how is studets’ ability to Learn English in term of critical reading by the tenth grade of SMAIT Ar-Rahmah Makassar?
This research use a descriptive design with a quantitative approach to support the concept. the population of this research is the tenth-grade students at SMAIT Ar-Rahmah Makassar while the sample are contains 23 students. The researcher uses random sampling Technique since the majority of the pupils in the class have almost identical characteristics. The instrument of this research is reading test (narrative and report text)
Keywords: students’ ability, critical reading, learn english
