The C-BIM Model in Improving Reading, Writing, and Critical Thinking Skills: Outcome and Perception
DOI:
https://doi.org/10.36312/esaintika.v5i2.503Keywords:
critical thinking skills, reading and writing skills, teaching materialsAbstract
This study investigates the culture-based instructional materials (C-BIM) model to improve students’ reading and writing skills viewed from critical thinking skills at the junior-high-school in Indonesia. This study is a mixed-method employing the explanatory sequential design. The data are in the form of quantitative and qualitative data. The quantitative data are collected first and followed by the quantitative one. The research instruments are in the form of reading and writing tests, questionnaires, and interview sheets. The test is used to see the students’ reading and writing achievements. Meanwhile, the questionnaire is utilized to determine the students’ and teachers’ intercultural awareness and perception of incorporating cultures in teaching materials. The data of reading-writing achievement are analyzed using descriptive and inferential statistics. Thus, the data of students’ and teachers’ cultural awareness and perception are gained by applying qualitative steps: analysis, reduction, coding, interpretation, and conclusion. Based on the result of the research, this study indicates that the C-BIM model significantly affects students’ reading and writing skills. Also, it has an interaction between teaching materials and critical thinking skills. Researchers elaborate on those in the discussion part of this article regarding the students' intercultural competence and perception.
Downloads
References
Ab Kadir, M. A. (2018). An inquiry into critical thinking in the Australian curriculum: examining its conceptual understandings and their implications on developing critical thinking as a “general capability†on teachers’ practice and knowledge. Asia Pacific Journal of Education, 38(4), 533–549. https://doi.org/10.1080/02188791.2018.1535424
Aghajani, M., & Gholamrezapour, E. (2019). Critical thinking skills, critical reading and foreign language reading anxiety in Iran context. International Journal of Instruction, 12(4), 219–238. https://doi.org/10.29333/iji.2019.12414a
Albiladi, W. S. (2018). Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges. English Language Teaching, 12(1), 67. https://doi.org/10.5539/elt.v12n1p67
Aprianoto, & Haerazi. (2019). Development and assessment of an interculture-based instrument model in the teaching of speaking skills. Universal Journal of Educational Research, 7(12), 2796–2805. https://doi.org/10.13189/ujer.2019.071230
Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62–70. https://doi.org/10.1093/elt/ccr017
Baker, W. (2015). Culture and identity through English as a lingua Franca: Rethinking concepts and goals in intercultural Communication. Culture and Identity through English as a Lingua Franca: Rethinking Concepts and Goals in Intercultural Communication, 8678, 1–284. https://doi.org/10.1093/elt/ccx022
Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66(December 2019), 101302. https://doi.org/10.1016/j.learninstruc.2019.101302
Cave, P. N., Evans, N. W., Dewey, D. P., & Hartshorn, K. J. (2018). Motivational partnerships: increasing ESL student self-efficacy. ELT Journal, 72(1), 83–96. https://doi.org/10.1093/elt/ccx027
Chen, I. C. (2018). Incorporating task-based learning in an extensive reading programme. ELT Journal, 72(4), 404–414. https://doi.org/10.1093/elt/ccy008
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Edition). New York: Routledge.
Colaiacomo, S., & Puntil, D. (2018). Intercultural Learning - An undergraduate module supporting the development of students’ cultural awareness in international settings. Language Learning in Higher Education, 8(1), 187–196. https://doi.org/10.1515/cercles-2018-0011
Cooney, A., Darcy, E., & Casey, D. (2018). Integrating reading and writing: Supporting students’ writing from source. Journal of University Teaching and Learning Practice, 15(5).
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth Edition). In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). Los Angeles: Sage Publication. https://doi.org/https://lccn.loc.gov/2017044644
Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed english textbook: A case study of ‘lunar new year’/‘tet.’ Asian Englishes, 19(2), 148–159. https://doi.org/10.1080/13488678.2017.1279763
Espey, M. (2018). Enhancing critical thinking using team-based learning. Higher Education Research and Development, 37(1), 15–29. https://doi.org/10.1080/07294360.2017.1344196
Fernández-Agüero, M., & Chancay-Cedeño, C. (2019). Interculturality in the Language Class – Teachers’ Intercultural Practices in Ecuador. RELC Journal, 50(1), 164–178. https://doi.org/10.1177/0033688218755847
Fernández, S. S., & Pozzo, M. I. (2017). Intercultural competence in synchronous communication between native & non-native speakers of Spanish. Language Learning in Higher Education, 7(1), 109–135. https://doi.org/10.1515/cercles-2017-0003
Forman, R. (2014). How local teachers respond to the culture and language of a global English as a Foreign Language textbook. Language, Culture and Curriculum, 27(1), 72–88. https://doi.org/10.1080/07908318.2013.868473
Haerazi, H., & Irawan, L. A. (2020a). Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities. EduLite: Journal of English Education, Literature and Culture, 5(1), 43. https://doi.org/10.30659/e.5.1.43-54
Haerazi, H., Irawan, L. A., Suadiyatno, T., & Hidayatullah, H. (2020). Triggering preservice teachers ’ writing skills through genre-based instructional model viewed from creativity. International Journal of Evaluation and Research in Education, 9(1), 234–244. https://doi.org/10.11591/ijere.v9i1.203945
Haerazi, H., May Vikasari, R., & Prayati, Z. (2019). The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction. Register Journal, 12(2), 157–180. https://doi.org/10.18326/rgt.v12i2.157-180
Haerazi, H., Utama, I. M. P., & Hidayatullah, H. (2020). Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers. International Journal of Interactive Mobile Technologies (IJIM), 14(07), 58. https://doi.org/10.3991/ijim.v14i07.11900
Haerazi, & Irawan, L. A. (2020b). The effectiveness of ECOLA technique to improve reading comprehension in relation to motivation and self-efficacy. International Journal of Emerging Technologies in Learning, 15(1), 61–76. https://doi.org/10.3991/ijet.v15i01.11495
Haerazi, Irwansyah, D., Juanda, & Azis, Y. A. (2018). Incorporating intercultural competences in developing English materials for writing classes. Journal of Language Teaching and Research, 9(3), 540–547. https://doi.org/http://dx.doi.org/10.17507/jltr.0903.13
Hagar, T. J., & Hagar, T. J. (2018). Role of Reflective Knowledge in the Development of Intercultural Competence Intercultural Competence. Journal of Intercultural Communication Research, 5759, 1–18. https://doi.org/10.1080/17475759.2018.1427615
Hamiddin, & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608–615. https://doi.org/10.17509/ijal.v9i3.23211
Haryati, S., & Hidayati, D. N. (2017). Hoax News: Promoting the Students’ Critical Thinking in Critical Reading Class. Register Journal, 10(2), 122. https://doi.org/10.18326/rgt.v10i2.122-139
Hoff, H. E. (2019). Fostering the “Intercultural Reader� An Empirical Study of Socio-Cultural Approaches to EFL Literature. Scandinavian Journal of Educational Research, 63(3), 443–464. https://doi.org/10.1080/00313831.2017.1402366
Imran, F., Firman, E., & Raudhatunnisa, S. (2019). Applying think-talk-write (TTW) in the teaching of reading comprehension in relation to students’ critical thinking skills. JOLLT Journal of Languages and Language Teaching, 7(1), 57. https://doi.org/10.33394/jollt.v7i1.1439
Januarty, R.-. (2018). Extensive Reading (ER) Practices and the Development of Language Fluency. Lingua Cultura, 12(3), 267. https://doi.org/10.21512/lc.v12i3.4063
Juniarti, K., Sofyan, D., & Kasmaini. (2017). the Effect of Using Graphic Organizer To Students’ Writing Ability. Journal of English Education and Teaching, 1(1), 48–57. https://doi.org/10.33369/jeet.1.1.48-57
Krulatz, A., Steen-Olsen, T., & Torgersen, E. (2018). Towards critical cultural and linguistic awareness in language classrooms in Norway: Fostering respect for diversity through identity texts. Language Teaching Research, 22(5), 552–569. https://doi.org/10.1177/1362168817718572
Kusumaningputri, R., & Widodo, H. P. (2018). Promoting Indonesian university students’ critical intercultural awareness in tertiary EAL classrooms: The use of digital photograph-mediated intercultural tasks. System, 72, 49–61. https://doi.org/10.1016/j.system.2017.10.003
Listyani, L. (2017). Academic Writing Students’ Affective Reactions towards Joint Reconstruction Phase of Reading to Learn. Celt: A Journal of Culture, English Language Teaching & Literature, 17(2), 251. https://doi.org/10.24167/celt.v17i2.1206
Liu, F., & Stapleton, P. (2018). Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts. Assessing Writing, 38(September), 10–20. https://doi.org/10.1016/j.asw.2018.09.001
Low, E. L., Hui, C., & Cai, L. (2017). Developing student teachers’ critical thinking and professional values: a case study of a teacher educator in Singapore. Asia Pacific Journal of Education, 37(4), 535–551. https://doi.org/10.1080/02188791.2017.1386093
Mali, Y. C. G. (2017). Motivational Teaching Strategies in Indonesian EFL Writing Classrooms. Celt: A Journal of Culture, English Language Teaching & Literature, 17(1), 60. https://doi.org/10.24167/celt.v17i1.1139
Manshaee, G., Dastnaee, T. M., Seidi, A., & Davoodi, A. (2014). Comparison of critical thinking in students interested and uninterested in learning a second language. Theory and Practice in Language Studies, 4(4), 792–799. https://doi.org/10.4304/tpls.4.4.792-799
McConachy, T. (2018). Critically engaging with cultural representations in foreign language textbooks. Intercultural Education, 29(1), 77–88. https://doi.org/10.1080/14675986.2017.1404783
McConachy, T., & Hata, K. (2013). Addressing textbook representations of pragmatics and culture. ELT Journal, 67(3), 294–301. https://doi.org/10.1093/elt/cct017
Munandar, M. I., & Ulwiyah, I. (2012). Intercultural approaches to the cultural content of Indonesia ’ s High School ELT textbooks. Cross-Cultural Communication, 8(5), 67–73. https://doi.org/10.3968/j.ccc.1923670020120805.975
Nerim, N. (2020). Scrutinizing Directed Reading thinking activity (DRTA ) Strategy on Students’ Reading Comprehension. JOLLT Languages and Language Teaching, 8(2), 128–138. https://doi.org/10.33394/jollt.v8i2.2284
Novita, D. (2018). Syndicate Learning: an Alternative Approach for Teaching Extensive Reading. Journal of Languages and Language Teaching, 6(1), 27. https://doi.org/10.33394/jollt.v6i1.810
Rahmawati, H. (2019). The Students’ Perception on Academic Reading Log for Essay Writing Literacy: Some Influential Points. JEES (Journal of English Educators Society), 4(1), 66. https://doi.org/10.21070/jees.v4i1.1948
Raigón-RodrÃguez, A. (2018). Analysing cultural aspects in EFL textbooks: A skill-based analysis. Journal of English Studies, 16, 281–300. https://doi.org/10.18172/jes.3478
Shin, J., Eslami, Z. R., & Chen, W. C. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268. https://doi.org/10.1080/07908318.2011.614694
Sinaga, P., & Feranie, S. (2017). Enhancing critical thinking skills and writing skills through the variation in non-traditional writing task. International Journal of Instruction, 10(2), 69–84. https://doi.org/10.12973/iji.2017.1025a
Song, B. (2019). Exploring the cultural content in Chinese ELT textbooks from intercultural perspectives. Journal of Asia TEFL, 16(1), 267–278. https://doi.org/10.18823/asiatefl.2019.16.1.17.267
Song, H. (2013). Deconstruction of cultural dominance in Korean EFL textbooks. Intercultural Education, 24(4), 382–390. https://doi.org/10.1080/14675986.2013.809248
Sumekto, D. R. (2018). Investigating the Influence of Think-Pair-Share Approach toward Students’ Reading Achievement. Lingua Cultura, 12(2), 195. https://doi.org/10.21512/lc.v12i2.4011
Tambyah, M. (2018). Intercultural understanding through a ‘ similar but different ’ international teaching practicum. Teaching Education, 6210, 1–18. https://doi.org/10.1080/10476210.2018.1453795
Tan, L. S., Koh, E., Lee, S. S., Ponnusamy, L. D., & Tan, K. C. K. (2017). The complexities in fostering critical thinking through school-based curriculum innovation: research evidence from Singapore. Asia Pacific Journal of Education, 37(4), 517–534. https://doi.org/10.1080/02188791.2017.1389694
Thamrin, N. R., & Agustin, S. (2019). Conceptual variations on reading comprehension through higher order thinking skills (HOTS) strategy. ENGLISH REVIEW: Journal of English Education, 7(2). https://doi.org/10.25134/erjee.v7i2.1777.Received
Thompson, C. C., & Patterson, J. (2019). Promoting Critical Thinking in an Online Certificate Program For Faculty in the Health Professions. American Journal of Distance Education, 33(1), 71–84. https://doi.org/10.1080/08923647.2019.1555304
Uzum, B., Yazan, B., & Selvi, A. F. (2018). Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education. Language Teaching Research, 22(5), 625–647. https://doi.org/10.1177/1362168817718576
Wei, L. (2014). College English Network Teaching and Learning Model Oriented by Critical Thinking Problems through Community of Practice. Theory and Practice in Language Studies, 4(12), 2485–2491. https://doi.org/10.4304/tpls.4.12.2485-2491
Wiles, J. L., Allen, R. E. S., & Butler, R. (2016). Owning my thoughts was difficult: Encouraging students to read and write critically in a tertiary qualitative research methods course. Journal of University Teaching and Learning Practice, 13(1).
Yuan, R., & Stapleton, P. (2020). Student teachers’ perceptions of critical thinking and its teaching. ELT Journal, 74(1), 40–48. https://doi.org/10.1093/elt/ccz044
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Haerazi Haerazi, Sadaf Dehghani, Umi Rachmawati, Dedi Irwansyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
