CRITICAL JOURNAL REVIEW
CONTEXTUAL WRITTEN LANGUAGE SKILLS
LECTURER
M.Eko Isdianto,S.Pd,M.Hum
ARRANGED BY:
Sofia Silvia Husni
2183321037
English Education 18 B
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF LANGUAGE AND ART
MEDAN STATE UNIVERSITY
2018/2019
PREFACE
Thank to Almighty God who has given his bless to the writter for findings the Critical
Journal Review assignment entitled “Guided Reading Strategy To Improve Reading
Comprehension” and “An Investigation Into The Reading Strategy Use Of EFL Prep-Class
Students”.
The writter also express his deep and sincere gratitude for lecture Sir M.Eko
Isdianto,S.Pd,M.Hum who have guided the reviewer in completing paper.This Critical Journal
Review contains some example from journal we can know about reading strategy.
Hopefully,this Critical Journal Review can help writer and reader to expand their
knowledge about this journal review.
Medan,April 2019
Reviewer
Sofia Silvia Husni
CHAPTER I
PRELIMINARY
1.1 Background
In this journal,the purposes of this critical journal review is to know how the reading
strategy in generally used by pre-intermediate level of students and to know the implementation
procedures of Guided Reading Strategy trying to improve the reading comprehension of
students, in a Classroom Action Research in order to find out whether it could improve the
students reading comprehension.
1.2 Formulation Of The Problem
1. The identity of this journal
2.The result of this journal
1.3 Purposes
Here the purposes this critical journal Writing
1.To know and could do to analyze this journal
2.To add our insight understanding the critisize thinking of reading strategy
3.To take the benefit from this journal
1.4 Benefit
The benefit of this journal are:
1.We can know the application journal to applied in uor studying
2.To take lessons of this journal to take the lessons of critisize who give by reviewer or the
reader.
JOURNAL REVIEW
JOURNAL I
Journal Identity
Guided Reading Strategy To Improve Reading
Title
Comprehension
Journal ENGLISH EDUCATION JOURNAL (EEJ)
Download http://www.jurnal.unsyiah.ac.id/EEJ/article/view/3731
Volume and Page Vol 7 No.2 ,168-179
Year 2016
Writter Iskandar Syahputera
Reviewer Sofia Silvia Husni
Date 8 Mei 2019
The Description Every Article:
Background
This CAR was aimed to study the implementation procedures of GRS trying to improve the
reading comprehension of students. in a Classroom Action Research (CAR) in order to find out
whether it could improve the students reading comprehension.
Formulation Of Problems
1. How are the Guided Reading Strategy (GRS) procedures to improve the reading
comprehension abilities of students implemented?
2. Is it possible to get significantly greater improvement in the reading comprehension
ability of students after implementing the Guided Reading Strategy (GRS) technique for teaching-
learning reading than with other techniques to improve reading comprehension?
3. How will students respond to the implementation of the Guided Reading Strategy
technique?
Theory Used
1.) Alderson (2000:3) underlined that reading is a process of an interaction between a reader and
the text.
2.According to Founts and Pennell (1996:8) GRS is small-group reading method following
instructions designed to provide differentiated teaching-learning.
3.) Founts and Pennell (1996:1) said that GRS is smallgroup reading instruction designed to provide
differentiated teaching that supports groups of students in developing reading proficiency.
4.)Iaquinta (2006:414) has stated that the format of grouping of the small groups for GRS is
considered to be dynamic or flexible while traditionally grouping format is focused on skills to read
in basal texts with static and unchanging groups.
5.)According to Olson, et al. (2007:5) guided reading is a direct method of teaching students a
variety of reading strategies through teacher modeling and the students then practice independently
using materials supplied for their particular level.
6.) (Ferrance, 2000:2-3) Action research is not a library project where we learn more about a topic
that interests us. It is not problem-solving in the sense of trying to find out what is wrong, but rather
a quest for knowledge about how to improve.
Resarch Methodology
1.)Research Design
The research design of this study is a collaborative classroom action
research. This type of research design was determined since it was aimed to improve the
researcher‟s teaching strategy that would finally improve the students‟ ability in reading
comprehension skills.
2.) Research Setting and Subject of Study
This study was conducted with undergraduate students from the English Department at the
Teacher Training Faculty of the National Islamic University Ar-Raniry Darussalam, Banda Aceh in
the academic year 2014-15who were taking English II as a compulsory subject. The sample for this
study was 30 students, 18 female and 12 male.
3.)Research Instruments
To do this collaborative classroom action research study, the researcher used a test (the
scoring followed these scoring criteria prepared by Depdiknas, 2006), a questionnaire and an
observation checklist as research instruments.
4.) Research Procedure
This research was done in several steps. They were firstly the preliminary study, then
planning the actions, followed by implementing the actions, observing the actions, reflecting on the
actions, analyzing the data and finally summarizing the results, drawing conclusions and
making recommendations.
Strength and Weakness
Strenght
- On this journl is clearly to explained completely success about Reading Strategy in teaching and
leanrning for student
- This journal uses research methods that are not so difficult this journal provides a detailed explanation
of the methodthe research
Weakness
- In this journal use many long-winded sentences, using words that are difficult to understand, using
spelling writings that are difficult to understand.
Conclusion
Firstly, the average activity performance of the researcher in cycle I was 2.39 while in cycle
II it was 3.00 which was equal to “good” score and met the criteria set for success.
Secondly, there was a 14 point improvement in the achievement scores from 67 from the
final test at the end of cycle I after implementing the “GRS worksheet” to the achievement score of
81 from the final test at the end of cycle II.
Thirdly the response of the students toward the implementation of the GRS was 4.18. This
score is in the rank of „Agree and strongly agree” or Positive. Overall, it could be concluded that
the students had
a positive or good response to the implementation of the GRS applied in this action research by
having 90% choose “agree and strongly agree”. Thus the implementation of the GRS met the
criteria of success based on the response of the students to it. Overall, the result of the students‟
response toward the implementation of GRS had answered the third research question of this
research.
-
JOURNAL REVIEW
JOURNAL II
Journal Identity
A Teaching Strategy to Develop Students’ Reading Comprehension in the
Title
Seventh Grader of junior high school
Journal ENGLISH EDUCATION JOURNAL (EEJ)
Download https://www.sciencedirect.com/science/article/pii/S1877042814061278
Volume and Page 158,Page 65-72
ISSN 1877-0428
Year 2014
Writter Ceyhun Yukselir
Reviewer Sofia Silvia Husni
Date 8 Mei 2019
The Description Every Article:
Background
This study aims to reveal what kind of reading strategies are generally used by pre-
intermediate level of students enrolled in the School of Foreign Languages, Osmaniye Korkut Ata
University. Also, this study tries to find out whether there are gender and department differences
among the participants.
Formulation Of Problems
1.What reading strategies do pre-intermediate level students report that they use?
2. Does gender affect the students’ reading strategy use?
3. Do department differences affect the students’ reading strategy use?
Theory Used
1.) Reading is a complex skill which occurs with the combination of attention, memory, perceptual
processes, and comprehension processes (Kern, 1989, p.135-149)
2.) Carrell (1989, p.121-134) regards reading as probably the most important skill in
academic contexts because most students in academic settings learn a second language –
especially English – to acquire nformation through reading.
3.) Reading is the primary means for independent learning whether the goal is performing
better on academic tasks, learning more about subject matter, or improving language abilities
(Grabe and Stoller, 2001, p.187).
4.) As this partial information is processed, tentative decisions are made to be verified, rejected
or refined as reading progresses (Goodman, 1970, p.260).
5.) Nassaji (2003) identifies reading as a multi-factor process by focusing on the central
parts placed in it. Nassaji states that there are various different skills in the complex process of
reading composing of both lower-level and higher level ones
6.) According to Grabe and Stoller (2001), reading process requires that the reader draw
knowledge from a text and combine it with information and expectations that the reader
already has.
7.) Carrell (1998a, p.1) claims that “...without solid reading proficiency, second language
readers cannot perform at levels they must in order to succeed.” In second language learning,
reading is regarded as one of the most challenging but necessary language skills, especially in
academic settings which requires learners to get a fluent reading.
8.) According to Abbott (2006, p.637), reading strategies are “the mental operations or
comprehension processes that readers select and apply in order to make sense of what they read”.
Resarch Methodology
1.)Research Design
The present study is a descriptive research which aims to examine reading strategy use of
young adult Turkish learners in EFL classes. Following the design of a survey method, the study
was mainly based on quantitative data. The research was carried out with Turkish EFL university
students at Osmaniye Korkut Ata University, School of Foreign Languages. The participants
voluntarily took part in the study.
2.)Participants
The participants are three classes of preparatory pre-intermediate level students in
School of Foreign Languages at Osmaniye Korkut Ata University. Both classes consist of 20
students and the last class consists of 25 students. Thus, 65 students, enrolled in one-year
intensive English course, offered at Osmaniye Korkut Ata University. The number of male
students was 27, while the number of female students was 38. The average age of the participants
was between 18-20
3.) Data collection instruments
The questionnaire, Oxford et al.’s (2004) “Reading Strategy Questionnaire”, was
given to 65 students. The questionnaire consisted of 35 items that were grouped under three
categories: strategies used (a) before, (b) while, and (c) after reading. Items 1, 2, and 3 were
concerned with the strategies used before reading. Items from 4 to 34 were related to the
strategies used while reading. Finally, item 35 was a strategy appropriate to be used after
reading. Information about the students’ reported use of reading strategies was gathered through the
use of a Likert scale (Brown & Rodgers, 2002). The questionnaire, which uses a 6-point Likert
scale, provided the students with 6 possible answers that range from ‘0’ (almost never) to ‘5’
(almost always).In order for the participants to comprehend the items in the questionnaire, the
researchers themselves translated the items into Turkish and three other lecturers checked the
validity and reliability of the questionnaire
Strength and Weakness
Strenght
- The researcher also searched the data so that it became clearer with evidence the available
evidence is also logical by examining about reading strategy with the realistic theoristic
- The advantages contained in this journal are using effective sentences, using words that are
easy to understand so that the reader is not bored to read this journal to completion. Just like the
first journal, this second journal lists references that make this journal trusted
Weakness
- There are no irregularities in the issue in this journal, because the source of the problem studied
by the author is very small so there is no irregularities
Conclusion
In conclusion, this research was designed to investigate what reading strategies the students
use in EFL classes and whether their reading strategy use changes according to their gender and
department differences. This study was conducted with 65 preparatory class students at
Osmaniye Korkut Ata University, School of Foreign Languages. In the first stage of the study, it
was investigated what reading strategies the pre-intermediate level students use in EFL classes.
The findings of this study revealed that students tend to report use of reading strategies
with great frequency. Fourteen reading strategies were most frequently used by the students.
Three of these strategies belong to ‘before reading’ section and the rest of them belong to the
‘while reading’ part. However, four strategies were least frequently used by the students as
belonging to the ‘while reading’ section’.
