Journal Article Review 2 (CAR)
Citation : Akdeniz. (2014). Critical Reading in EFL in High School Context. International Journal of Language Akademi. Vol. II Issue. III, pp 133-156.
When i was at senior high school, i feel that most of students in my class were interested in reading a text. They tended to read what is being asked by our teacher and merely understood it as what it means to say or without deep analysis. There were no comments or critics about the text, although they could tell what is going on the text. The classroom atmosphere was too passive and make all of us bored. So that, i try to find article about critical reading to wider my knowledge about how to be a critical reader or what is critical reading. This article comes from the research of senior high school students in Turkish.
According to this article, critical reading is related to critical discourse analysis, critical literacy, and critical language awareness. Discourse is seen as reflecting and reinforcing social reality. Meanwhile. critical discourse analysis refers to textual analysis of lexico grammatical choices of writers or the use of markedness, generic terms, lexical graps, transitivity in the text analysis. Systemic functional grammar is the important think in critical discourse analysis which is meaning oriented. It looks for the interrelationship between language and other aspects in social life through its metafunctions. The metafunctions are ideational metafunction; what is the text about, interpersonal metafunction; who is writing for whom and the nature of the relationship built with the reader, and textual metafunction; how the text organized. Furthermore, critical literacy is the way of students correspond to the text that they read and the way of students adopt the perspective to the text through analysis, then it is transformed to the practice. The students are not only required to understand the content of the text, but they also need to involve more in language practice.
From this research, some students feel better in perceiving the content and the context of the text, since they are asked to do deep analysis about the text. They tried to find out some language elements that they did not know in the text, and tried to make some critical questions about the text. Besides, the classroom situation become more alive. The students actively participated in language learning process. Although this research seem has positive result, there are some students who prefer traditional reading to be used in examination for entering university.
When i was at senior high school, i feel that most of students in my class were interested in reading a text. They tended to read what is being asked by our teacher and merely understood it as what it means to say or without deep analysis. There were no comments or critics about the text, although they could tell what is going on the text. The classroom atmosphere was too passive and make all of us bored. So that, i try to find article about critical reading to wider my knowledge about how to be a critical reader or what is critical reading. This article comes from the research of senior high school students in Turkish.According to this article, critical reading is related to critical discourse analysis, critical literacy, and critical language awareness. Discourse is seen as reflecting and reinforcing social reality. Meanwhile. critical discourse analysis refers to textual analysis of lexico grammatical choices of writers or the use of markedness, generic terms, lexical graps, transitivity in the text analysis. Systemic functional grammar is the important think in critical discourse analysis which is meaning oriented. It looks for the interrelationship between language and other aspects in social life through its metafunctions. The metafunctions are ideational metafunction; what is the text about, interpersonal metafunction; who is writing for whom and the nature of the relationship built with the reader, and textual metafunction; how the text organized. Furthermore, critical literacy is the way of students correspond to the text that they read and the way of students adopt the perspective to the text through analysis, then it is transformed to the practice. The students are not only required to understand the content of the text, but they also need to involve more in language practice.
From this research, some students feel better in perceiving the content and the context of the text, since they are asked to do deep analysis about the text. They tried to find out some language elements that they did not know in the text, and tried to make some critical questions about the text. Besides, the classroom situation become more alive. The students actively participated in language learning process. Although this research seem has positive result, there are some students who prefer traditional reading to be used in examination for entering university.
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