iv
CHAPTER TWO: LITERATURE REVIEW ... 6
2.1 Critical Thinking ... 6
2.2 Critical Literacy ... 8
2.3 Critical Pedagogy ... 11
2.4 Summary of Literature Review ... 13
CHAPTER THREE: RESEARCH METHODOLOGY ... 14
3.1 The Objective of the Research ... 14
3.2 Site and Participant ... 14
3.3 Research Design ... 15
3.4 Teaching Material ... 16
3.5 Data Collection Techniques ... 16
3.4.1 Teaching Program ... 17
3.4.2 Questionnaire ... 17
3.4.3 Interview ... 18
v
3.6 Data Analysis ... 19
3.5.1 Analysis Data from Test ... 19
3.5.2 Analysis Data from Questionnaire ... 20
3.5.3 Analysis Data from Interview ... 20
3.5.4 Analysis Data from Students’ Journal ... 21
3.7 Conclusion of Chapter Three ... 21
CHAPTER FOUR: OVERVIEW OF THE TEACHING PROGRAM ... 23
4.1 Preliminary Phase ... 23
4.1.1 Step 1: Introducing the Students with the Teaching Program ... 24
4.1.2 Step 2: Deciding on the Topics for Reading ... 24
4.1.3 Step 3: Distributing Questionnaires ... 26
4.1.4 Summary of Preliminary Phase of the Program ... 29
4.2 The Teaching Program ... 30
4.2.1 Stage 1: Explicit Teaching of Critical Reading Related Features ... 31
4.2.2 Stage 2: Application of Critical Reading in Social Context ... 36
4.2.3 Stage 3: Critical Reading Strategy ... 42
4.2.4 Application of Critical Reading Phase ... 48
4.3 Textual Analysis of Students’ Answer ... 56
4.4 Summary of the Overview of Teaching Program ... 59
CHAPTER FIVE: STUDENTS’ RESPONSES TOWARDS THE TEACHING PROGRAM ... 61
5.1 Discussion Data from Interview ... 62
5.1.1 Students’ Perception of the Teaching Program ... 62
5.1.2 Students’ Suggestion about Improvement to the Teaching Program ... 69
5.2 Conclusion of Chapter Five ... 70
CHAPTER SIX: CONCLUSION AND SUGGESTION ... 72
6.1 Conclusion ... 72
6.2 Limitations of the Study ... 74
CHAPTER I
INTRODUCTION
This study investigates the teaching of critical reading to fifth semester students of English
Department at a private university in Bandung - West Java, Indonesia.
As a general introduction to the thesis, the current chapter briefly discusses some notions that
characterize the research. The first section of this chapter introduces the background of the
research, which will be followed by discussion of the purposes of the research. The next part are
general structures of academic report containing research question, significance of the research,
scope of the research, research design, and thesis organization.
1.1Background
The current world demands people to comprehend more than their native language. Foreign
languages are used in various dimensions from formal to informal fields. English as an
international language dominates the information source in a range of facets, it makes English
becomes one of the essential foreign languages to be learned by most countries including
Indonesia. English as a foreign language is an obligatory subject in all schools in Indonesia from
elementary to senior high schools. English is also being offered as a general course in
universities as has been explicitly stated in several documents released by the government,
especially those related to education. Moreover, many universities take English as one of the
requirements of graduation even for non English department, for instance UPI, ITB, STAN,
Sriwijaya University obliges the students to take a TOEFL before they follow comprehensive
test (http://www.unsri.ac.id/?act=pengumuman_detil&id=93).
One of the essential English skills for students of tertiary level in Indonesia is reading.
language. In fact they are demanded to be able to comprehend any kind of text written in both
Bahasa Indonesia and English, inside and outside the classroom.
This research focuses on more specific reading skill component that is critical reading
skill. This skill need to be master by all member of the society since in this reform era people
are massively flooded by the marketing of ideas and products across the globe. This mass of
information is reaching the people in a very modern system which in turn requires the
information receiver to be able to make meaning from the array of information sources. The
critical reading ability becomes important skill because what is heard (e.g., news reports, public
speakers, conversation) and what is read (e.g., newspapers, tabloids, Internet-based material) are
not necessarily accurate or unbiased.
As a part of the society students have to become an active consumer of information. They
have to be able to identify whether the information will bring positive or negative effects upon
their ways of living. To master critical reading ability students need to be trained by a well
arranged program. School is a proper medium to sharpen students’ critical reading skill. By
having critical reading skill students are expected to be more sensitive towards any kinds of
issues on the society, as mentioned by Coffey (2009):
Within classroom practices, teachers can utilize critical reading in any content area or grade level to encourage students to interrogate societal issues and institutions like family, poverty, education, equity, and equality with the purpose of critique the structures that serve as norms and to demonstrate how these norms are not experienced by all members of society.
Critical reading takes the students further than the development of basic literacy skills
such as decoding, predicting, and summarizing and requires them to become critical consumers
of the information they receive. Wray (2008) proposed that being literate in a ‘basic’ sense is not
will encourage their pupils to investigate, question and even challenge relationships between
language and social practices that advantage some social groups over others. At the heart of this
approach to teaching is the belief that while literacy facilitates students to make meaning from
texts, critical reading will empower them to understand how texts are trying to influence and
change them as members of the society.
Despite the benefit of critical reading, however in Indonesian education the teaching of
critical reading is not yet popular and it is still rarely observed by researchers or teachers. Hence,
this study aims to investigate the effect of a teaching program which synthesizes classroom
practices of EFL students with critical thinking, critical literacy and critical pedagogy concepts in
helping to develop their critical capacity in reading.
1.2Purposes of the Research
The purposes of this research are:
1) To identify and to portray the effect of a program which is a synthesis of critical thinking,
critical literacy and critical pedagogy in helping to develop students’ critical reading.
2) To find out the students’ responses toward the program.
1.3Research Questions
In compliance with the aforementioned purposes, this research strives to answer following
1. Can a program which is a synthesis of critical thinking, critical literacy and critical
pedagogy help the students develop their critical reading?
2. How do the students respond toward the program?
1.4Scope of the Research
This study is limited to investigate the teaching of critical reading formed by the theory of
critical thinking, critical literacy, and critical pedagogy. It will be shown that the aspects of
critical thinking, critical literacy and critical pedagogy applied are only those considered to be
relevant to the context of students’ understanding in this program. The participants of the
research are limited to the fifth semester students of one private university in Bandung.
1.5Significances of the Research
This research will enrich the literature of critical literacy in foreign language learning in
Indonesian context which is still rare. In terms of practical use the result of the study can
provide information for teachers on how to teach critical reading in English as a foreign language
context.
1.6Thesis Organization
This thesis presents ideas, data, analyses, findings, and interpretation in six chapters. The
chapters will be subdivided into subtopics that elaborate the given issues. Chapter I is an
introduction to the present study, this contains the background and burning issue underlying the
research. Chapter II provides theoretical foundation on the issue which includes definitions and
Chapter III discusses the research method and implementation of the program. Chapter IV and V
in sequence presents and discusses data obtained from the teaching program and students
responses relevant to the research as presented in chapter I and the theory discussed in chapter II.
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the methodology of the study that includes the objectives of the research,
site and participants, and research method which includes research design, data collection and
data analysis.
3.1 The Objective of the Research
As indicated in chapter one the aims of this study by and large are to identify and to portray the
effect of a program which is a synthesis of critical thinking, critical literacy and critical pedagogy
to help developing students’ critical reading and also to find out the students’ responses toward
the program.
3.2 Site and Participant
The research was undertaken at the English Department of a private University Bandung - West
Java, Indonesia. This research site was chosen for several reasons. First of all, to amplify the
feasibility of the study, the second motive was correlated to the focus of the study, concerning
Critical Reading which was believed to be suitable and applicable at this level. Tertiary level
students were expected to think more conceptually, to write more analytically, and to read more
critically. The last motive for the choice of the university level was the principles took on in this
study were expected would have a positive effect on broader social life, since the university has
been defended as “a vital public sphere, whose moral and pedagogical dimensions help renew
civic life” (Giroux, 1997, as cited in Emilia, 2005)
The participants of this study were fifth semester students of a Bachelor degree in the
frequently deals with various reading materials and some genres of text. From 23 students only
13 who were willing to be volunteers.
3.3 Research Design
This research used a case study research design. The reason for the selection of this research
design is the circumstances on the field are suitable for implementing such research design. This
research maintains the contemporary phenomenon in the real life context and researcher has
little/no possibility to control the events (Yin, 1994). This research carried out in a small scale
and single case, also focused on one particular instance of educational practice that is teaching
critical reading with the researcher acted as a teacher (Stake, 1995 in Emilia 2005). Moreover,
this research also employed multiple sources of evidence based on the same issue to gain more
complete description to analyze the values and effectiveness of the teaching program
implemented in this study (Yin, 1993 in Emilia 2005). From those characteristics and based on
the purpose and research question above, this research can be included into qualitative study.
Furthermore, based on Nunan’s (1992) categorization of research designs, this research can be
included as a qualitative program evaluation for the reason that in this study the researcher
created and then implemented a teaching program.
The value and the effectiveness of the course were evaluated through ongoing assessment
of students’ achievements based on the objectives of the program. This assessment was
important “to assist the researcher in deciding whether the teaching program needed to be
modified or altered in any way so that objectives may be achieved more effectively” (Nunan,
1992).
The teaching material were presented in two formats; written and visual form (video). This
aimed to enable the students to be engaged in the learning process and the discussion, which is
one way to enhance students’ critical thinking. The topics were about:
a. Text Format: Women’s Role, Golput Idea, Plastic Surgery, Chain E-mail, Gay, Facebook Yes or No; “Slim is Beautiful”, Smoking; Bush’s Statement; ‘Either you are with us, or you are with the terrorists’, Hijab Article; ‘Gender jihad, the burqa bikini and religious conservatism, “Mensana in Corporesano” quotation, “Manja dan Malas Sudah Menjadi Budaya Bangsa Indonesia yang Mendarahdaging” quotation.
b. Video Format: Condom Non-Commercial adv.
The reading material distributed during the 12 meetings. On the program, students were asked to
answer critical reading question set to measure students’ progress on each meeting. Those topics
were selected based on the reason that they were controversial, which seemed to suit the teaching
of critical thinking, critical reading and writing (Chaffee et al, 2002). Since the focus of the
program was on students’ critical reading ability and also the difficulties in seeking another
source, the materials then were mostly in written form.
3.5 Data Collection Techniques
Data collection techniques used in this study were involving a phase of teaching critical
reading which the researcher acted as a teacher, questionnaire distribution and interview session.
The data were then described to show the “condition or relationships that exist; practices that
prevail; beliefs, point of views, or attitude that are held; processes that are going on; effects that
are being felt; or trends that are developing” (Cohen; 1980 cited in Emilia; 2005). Each part of
the data collection techniques will be discussed below.
The teaching program has been drawn from the work of Emilia (2005) who conducted the
teaching program of critical thinking, critical literacy and critical pedagogy at the tertiary level.
The difference is only on the focus of the study, this study focus on teaching critical reading.
This program involved 13 students, run in 12 meetings, started on 21st of December 2009
and ended on 25th of January 2010. In this teaching program the researcher acted as the teacher.
Before the teaching program being implemented, the students were introduced towards the
program on preliminary phase. This research was using ongoing assessment method, thus the
evaluation to each student held in every meeting. The description of the teaching program will be
provided in chapter four.
3.5.2 Questionnaire
Questionnaire distributed at the beginning of the teaching program to identify the students’
background in English language and also their basic knowledge in critical reading. The result of
the questionnaire will be helpful to tailoring the sequence of the teaching program and also the
approach towards each student during the program.
3.5.3 Interview
Interview session was held twice, at the 6th meeting and the last meeting of the program. The
general purpose of these sessions is to recognize students’ opinion about the program, their
suggestion for the program, to ensure students’ thought about their improvement in critical
reading. Interview session was also a strategy to help the students to bring to consciousness their
knowledge gained in the teaching program, the aspects they thought had developed, and the
aspects of the teaching program were responsible for the development or changes observed in
questionnaire. From a point of critical thinking evaluation, the value of individual interview has
been observed by Norris and Ennis, who say:
Interviewing students individually is a way of acquiring very detailed information on the students’ critical thinking. Interviewing students individually has certain advantages over other information gathering techniques. … many students can express ideas easier … in oral rather than in written form. While interviewing the evaluator has also the option to ask students to clarify what they have said, to request further reasons for their conclusions, and to ask specific questions about what might have influenced their thinking (Kvale 1989,in Emilia, 2005)
All students were being interviewed and it was lasted around 10 minutes each. The interview can
be categorized into a semi structured interview. The strength of a semi-structured interview,
according to Kvale as cited in Emilia (2005) is that:
A semi-structured interview … has a sequence of themes to be covered, as well as suggested questions. Yet, at the same time there is an openness to changes of sequence and forms of questions in order to follow up the answers given … by the subjects (Kvale 1996).
The questions were around the teaching program, the benefit of the teaching program,
knowledge that they thought they gain during the program. The students were being informed
about the questions for the interview.
3.5.4 Students’ Journal
The result of this part was taken as the supporting data. Immediately at the end of every meeting,
students were asked to write their feeling, expression, opinion, and also what they thought they
gained at the meeting from teacher and also from their friends. The purpose is to identify their
opinion and their achievement on that days meeting. Examples of students’ journal are available
in appendix 9.
The data of this study were analyzed along and at the end of the teaching program. Ongoing data
analyses were offered precious ongoing material for evaluation or for modification of the
teaching program (Emilia: 2005). There are five kinds of data, namely: the result of testing
questions, interview, questionnaire, classroom observation and students’ journal. The analysis of
data from each source will be provided below.
3.6.1 Analysis of Data from Tests
The first main data was gained from students’ response towards the testing question which was
being equipped to the text and or video which was given. The data were then analysed by using
theories which support the character of the respond as described in chapter two. The test was
given in every meeting; therefore the quality of the respond of each student can be identified.
The standard of the correct answer is based on the incorporation of theories proposed by critical
thinking, critical literacy and critical pedagogy experts. The test aimed to check students’ critical
thinking & critical literacy aspect that were taught in the program, as described in chapter two
and chapter four. These include, among others:
• Critical thinking standards
• Students’ ability in answering questions to do with critical literacy focused on in this
study as also described in chapter two and chapter four.
To get more valid data students’ progress on each meeting were also measured by scoring
system. Students’ answers were calculated in number in a range 1 to 10 on each point. The
teacher provided possible answer as the basis to measure the quality of the students’ answer.
Data from questionnaires were analyzed in steps:
• Transcribing all students’ answers.
• Categorizing students’ response into aspects related to central themes of the research, in
line with the research questions formulated in chapter one.
• Interpreting the data by relating them to the previous studies on critical thinking, critical
literacy and critical pedagogy as described in chapter two.
3.6.3 Analysis of Data from Interview
Data from interview was also analysed in three steps:
• Transcribing
The interview recording was transcribed to get the precise and more accurate data.
• Categorizing
Student’s answers were then categorized based on the main theme, namely: students’
opinion of the teaching program, students’ suggestion of the teaching program, the
knowledge that they thought they gained from the program.
• Interpreting
The data were interpreted based on the research question. In the discussion of this data,
students’ responses in the interviews will also be related to their developments in critical
reading capacity concerned with in this study, and the value of each element of the
teaching program.
Students’ journals in each meeting were used to support the main source of the data in answering
the research questions. The data could help to identify students’ response in each meeting, also
the effectiveness of the program by students’ assertion of the knowledge they thought had gained
in the meeting.
3.7 Conclusion of Chapter Three
In accordance with the research question, this study attempts to identify whether or not the
teaching critical reading able to help student in developing their critical capacity in reading
therefore the whole data are directed to answer it. To get a comprehensive result, the entire data
were being integrate in a data source triangulation procedure which is ”the most desired pattern
for dealing with case study data” (Yin, 1993 cited in Emilia 2005) to make a contrast and
comparison of all the data obtained from different sources i.e. students’ comment, classroom
observations, text analyses and questionnaires, this method also "attempt to map out, or explain
more fully, the richness and complexity of human behavior by studying it from more than one
standpoint." Cohen and Manion (1986). This aimed to "gives a more detailed and balanced
CHAPTER V
STUDENT’S RESPONSES TOWARDS THE TEACHING PROGRAM
The previous chapter has discussed the findings from the analyses of students’ answers on
critical reading questions. It reveals the students’ promotions in their critical capacities examined
in this study, in spite of some features that still needed improvement. This chapter will discuss
data from other sources, namely interviews which were held on the 6th meeting and at the end of
the program, and also students’ comments of each meeting, containing what students learned
from friends and teacher on that day. Interview sessions, as described in Chapter 3, are used as
tools for “checking the accuracy of – verifying or refuting – the impressions the researcher had
gained through observations” (Fraenkel and Wallen, 2000). Each interviews lasted around 10
minutes. The interview can be categorized into a semi structured interview because the interview
conducted in a fairly open structure; some questions in fact were created during the interview
based on students’ answer.
All the activities were conducted in order to obtain complete data from various sources.
The last section of this chapter illustrates the finding from the whole process in gaining the view
of students’ opinion towards the program as the complement in describing the wide-ranging
conclusion of the study as will be presented in chapter 6.
Interview was held two times, in the 6th meeting and in the last meeting. However, the results do
not reveal too much difference. Both interviews divulge similar general responses of the student.
So the discussion for two interviews will be presented in one section only.
In interviews 1 and 2 students showed their interest in the program. Their answer
revealed their enthusiasm in joining the program. Students’ responses in the interview more or
less had similarity with their answer on questionnaire. They give positive feedback towards the
program especially because they were interested in the new method in reading as can be
identified below.
Generally, this part presents two themes: students’ perceptions of the teaching program,
including the development they thought they gained from the teaching program and students’
suggestions for further implementation of the teaching program.
5.1.1 Students’ Perception toward the Teaching Program
The complete data are presented in Appendix 7. Data from the interview indicate that the
teaching program was perceived by students to have achieved most of its goals. All participants
thought the program was useful and enjoyable, besides that they admitted that this program
enables them to see the word and the world (Freire, 1987) which was emphasized in students
answer below:
I found this program very useful for me, new knowledge which make me have new view about the world (silvia).
I enjoy in this program, this really give me new experience, new knowledge (Teten).
Students’ opinions above suggest their recognition of the inevitability of the pleasurable
and generate satisfaction in teaching learning process (Freire, 1998). From ESL teaching
perspective, comments above inline with Cummins’s (1996) notion which mention “instruction
must evoke intellectual effort on the part of students, i.e. be cognitively demanding, if it is to
develop academic and intellectual abilities”.
When students were asked about the difference between the teaching program and their
official classes, every student appeared to recognize the significance of the steps in the critical
reading phase to help them comprehend the text easier. As Wawan indicated:
One of the big differences between this class with my normal reading class is the method. I feel the advantages of critical reading strategy to help me besides understand the text or any other information I get, also to improve my critical reading and critical thinking skill.
Another opinion was put forwarded by Teten who has similar thoughts with other; furthermore
he relates the advantages of critical reading procedure with his daily life experience:
This is new for me, I never know critical reading before. This method help me in understand the text during study in the classroom and of course this will be useful also in my daily life when I meet with many information from outside so I can decide my position.
All students concurred that the controversial and current topics discussed represented
another positive feature of the program. It is noticeable in Mestaria’s comment, which signified
the importance of appropriate topic choice to challenge the students to think and to read
critically. Furthermore, Mestaria’s comment seems to validate the idea that the topics of reading
which can trigger students’ critical capacity should be controversial (Chaffee et al, 2002).
Before I join this class I never think the effect of information when we do not take seriously the process of reading it. The topic also, I never think before that this controversial topic can be so interesting, challenging, and fun to discuss. (Rizal)
Regarding to the matter of topic choice, questionnaire also revealed suggestion that the
discussions about the topic allowed them to have consciousness of wider social realities. Silvia,
for instance, said:
Most of the topics that Bu Restu offered to us were interesting and challenging. I get many new knowledge from it. The topics also controversial, honestly I never think about it deeply before. This class and the topic has improve my consciousness to be more care to my social environment. Topics like Gay, Woman, Smoking discussed in interesting and challenging and also from various perspective really help me in the class and also I believe in my life later. (Silvia)
The responses above in fact is different from Chaffee et al’s (2002) theory, which
specified that the materials used to teach critical literacy should be relevant to the students (i.e.
students’ gender, and cultural experiences). The topic then, for the next study should be
sufficient and carefully selected by still considering the main criteria that is controversial topic.
Other students seemed to be aware of the procedure as allowing them to engage in
extended discussions about an issue in groups, as indicated by Indra:
Discussion session in reading class? Wow, it’s interesting activity. I can discuss and sharing information about the topic of the text with others. I never have this before. Besides getting opportunity to share information and adding knowledge I also can train my braveness in speaking. What a rare chance out of speaking subject.
My braveness in express my opinion is increasing, and also I can train my self to have serious talking a bout a topic with my friends. That activity also order me to be able to be more critical in viewing something.(Angga)
Statements above are relevant to the theory which mention discussion in groups is “the
best way to expand one’s thinking” (Chaffee, 2000). Similarly, in the teaching of ESL, pair and
learning and “real” language practice (Hyland, 1991, cited in Lunt, 2001) which believe can
improve language proficiency.
In relation with the critical pedagogy concept all students looked contented with
democratic atmosphere in the class, which allowed them to take a role as agents, to participate
actively in learning, with no fear of being judged wrong. Measure up to their regular classes, this
appeared to be an exception, as noted below:
Different situation with my regular class which has no freedom or even opportunity to share ideas, this class train as to be brave in giving opinion. (Irna)
All students treated equally, we can speak up freely. No worry to deliver our own idea. Democratic situation is a rare thing in our educational institution nowadays, this program has given satisfying opportunity for every students to show their best ability (Nopiyanti)
A student, Anggraeni seemed to feel encouraged to deliver her ideas in the program and said:
In every subject I’m included into passive student, I always feel afraid in speaking, to deliver my idea. But here I can say it without burdened.
Irna’s and Nopiyanti’s comments seemed to indicate that the students in this study (and also in
other contexts in Indonesia, as reported by Exley, 2002, cited in Emilia, 2005) have the potential
to be critical and become active participants in their learning if the situation in the classroom
allow them to do so. Exley reports “They (Indonesian students) are very critical but they chose
who they are going to be critical with” (2002, cited in Emilia, 2005). This may indicate that “to
help the students improving their critical capacity, students need the guidance and support of
their teachers who in turn must be able to provide the right environment to nurture their
thinking” (Cheah, 2001 cited in Emilia, 2005). This also implies the importance of the notion
that schools (classes) should become “public places where students learn the knowledge and
social justice, dedicated to forms of self and social empowerment” (Giroux, 1988, cited in
Emilia, 2005).
When they were asked further questions relating to their courage to speak during the
program, whether it was caused by the environment which was set to small class, or the teaching
method; Silvia said, “It is not only the component but also the teacher who lead the program”.
Comments of some students indicate their consciousness of the need for a teacher “to make the
students have a voice” (Giroux, 1988), and “to create public spaces for expression, for freedom
to articulate distinctive perspective, within social relation that strengthens the possibility for
active citizenship” (Giroux, 1997 cited in Emilia, 2005). That indicates one of the requirements
to help students succeed academically, in this case to help students develop their critical
capacities, there should be a willingness of teachers, individually and in a group, to adjust the
power structure within the classroom, which will applicable in the wider society (Cummins,
1996).
Furthermore, questions coupled to critical reading components dealing with reading
beyond the surface as stated by Indra that “ability of being sensitive towards information, in this
course means textual and visual information which we can easily get.” Other students also
mentioned similar ideas about it that is “an attempt to analyse any information whether in audio
or visual format.” Some students showed their concern in responding to a text by “having
evaluation of someone’s idea before we as receiver decide our position.” Nopiyanti seemed to
realize the significance of critical reading by relating it to her daily life:
Mestaria seemed to evaluate the relevance of a text with her context, and critical reading
feature (Wallace, 1992) Mestaria explained:
Right now when I meet a text, I can recognize which statement is fact and which statement is opinion, I also able to read not only from writers’ point of view, the critical reading procedure help me in improving my critical reading skill.
Still regarding critical reading component, other students also seemed to be aware of their
capacity to evaluate writer’s idea in a text, by seeing several features, including the textual
purposes (what is the text really about?), gaps and silence in the text (who is missing from the
text, what has been left out from the text, why); power and interest (whose interest in preserved
in the text?, is the text fair?) This, for example, was stated below:
Surprising thing is when the first time I don’t know anything about critical reading concept, right now I am able to know what is missing from the text or what information is hiding by the author. All the exercise during the program is useful for me (Dwi)
Before following this program I never think to decide my position when I read a text or when I get information. After this class I become more aware about writer’s intention, who benefit from the text... (Wawan)
Regarding their improvement in grammar after they followed the course, all classroom
members expressed positive responses by stating that the program also helped them increased
their grammatical ability, as shown below:
I feel my grammar is increase since during this program we get so many opportunities to speak English, to read English, to write English, and to listen to English language. (Indra)
Other students expressed similar opinion. This condition is inline with Ellis (1985) theory in
framework for investigating second language acquisition that the linguistic output is
developmental, it changes as the learner gains more experience of the language.
In general, students’ responses are commonly positive to the teaching program. The
students seemed to be conscious of the value of each element of the teaching program in
facilitating their learning and providing them with experiences needed to optimise their
development in critical reading skills and various aspects of critical capacities investigated in this
study. This supports the findings discussed in previous section on students’ developments, as
revealed in the texts they constructed in various procedures. All these may direct to some of the
benefits of implementation of the teaching program in Indonesia, to English teacher education in
particular and in various levels and contexts in general to help EFL learners develop their critical
capacities in reading.
For better implementation of the program, there are some issues of practical importance
for further study, as indicated by the students’ suggestions about improvements to the teaching
program. These will be discussed in the following section
5.1.2 Students’ Suggestion about Improvement to the Teaching Program
The questionnaire revealed that generally the students did not mention much suggestion towards
the program. Most of students expressed their satisfaction towards the program, as can be seen
below:
The program is good, I have no suggestion because this is new for me and I found this is good to increase my critical capacity. (Mestaria)
There are two students who proposed similar suggestion which is very beneficial and may
signify their capability to propose critical comments on the program. That is regarding the
leading during the discussion session. Two students expressed their concern that the teacher’s
instruction frequently made them feel over-supported by saying “just give us the bait, and let us do
the rest” (Silvia) and “would be better if teacher just guide the basic topic and let the students explore the
discussion” (Nopiyanti).
From teacher’s point of view the “over-leading” in discussion happened from the worries
of the teacher and in this case also as the researcher if the students unable to follow the procedure
well or feeling afraid that the discussion will be stuck since the topic given needed deep
understanding and critical reading. This is a very valuable input, the teacher is not allowed to
involve too deep, just “act as a controller” (Harmer, 2002).
5.2 Conclusion of Chapter Five
Overall, the students had given valuable suggestions for further implementation and
improvement to the teaching program in an Indonesian teacher education context. An effort
should be taken to improve the teaching program, and further research is therefore require to
scrutinize the effectiveness of the teaching program, particularly when it is applied to the class
where researcher also acted as teacher at different levels and in different settings to avoid
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