Uraian Materi The Concepts

Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J 71 What does it mean to intepret a text critically? It means being a discerning reader who:  questions what you read  thinks about what the author wants you to believe and works to convince you  decides whether the author‘s views are worthy of agreement Asking questions about what you read requires your careful examination of the writer‘s claims, as well as the use and quality of the writer‘s supporting evidence. As you interpret the text, you inevitably draw upon your own experiences, as well as your knowledge of other texts. However, the basis of your analysis must be rooted in the text itself. Here are some things to consider in your analysis:  the authority of the writer : Using both the information that you have about the writer as a person training, political affiliation, life experiences, as well as clues from the language, tone and approach of the text, decide whether the writer is credible. Is the writer knowledgeable? What biases or values may be playing a role in hisher argument?  the logic of the writer’s argument : It is important to ask yourself what the writer wants you to believe and whether the reasons and supporting evidence convince you of this viewpoint. Examine the credibility of the ―facts‖ as well as the line of reasoning that ties the facts to the main assertion.  how the writer gets your interest : A writer may use one or more of the following strategies to get the reader intellectually and emotionally involved in the text : 1. Trying to get the reader to identify with the author or evoke respect for the authority of the author for example, through the tone 72 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J 2. Trying to get the reader to care about a subject, cause or problem perhaps by appealing to hisher emotions by using shocking statistics, anecdotes, or detailed descriptions 3. Trying to get the reader to align himherself with a greater class of readers e.g. ―the educated,‖ women, environmentalists 4. Using the assumed interests and values of the reader as a foundation for another argument Ask yourself which of these techniques the writer is using and how. Are they effective?  consider the writer’s use of language and style :The writer makes many decisions concerning language and style that serve to influence your responses as a reader. Examine the following aspects of the writing: overall tone, sentence formation, choice and connotation of words, use of punctuation, and brevity or length of passages. How do the writer‘s choices about language and style aid their argument? What do these choices reveal about the writer‘s argument?  consider the ideology that informs the text : Try to uncover the ideology -- the system of beliefs, values, and ideas about the world -- that underlies the text. A simple way to do this is to write down words and ideas that are valued in the text or represented by the author in a positive way. Then write down the opposite of each word. These binaries, or pairs of opposites, will reveal the ideology that informs the text. After reading the article, answer these questions to help you to reflect upon and analyze what you have read: 1. After reading the article, answer these questions to help you to reflect upon and analyze what you have read. 2. List and explain the reasons the author provides for hisher main argument. 3. What kind of evidence is pr esented to support the author‘s argument? Is it fact or opinion? What is the source of the information —does it come from an informed authority in the field? Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J 73 4. What is the purpose and tone of the article? 5. Is the author objective or does heshe try to convince the reader to have a certain opinion? If so, what viewpoint does the author try to convince you of? What reasons does the author provide for choosing this viewpoint? 6. Does the author‘s argument assume that the reader thinks in a particular way or has a particular world-view? What are the major underlying assumptions that the author makes, and do you think they are reasonable and acceptable to most people? 7. Does the author make― jumps‖ or inferences based on hisher evidence? Is the line of reasoning logical? 8. Does the author try to appeal to the reader‘s emotions? Does the author use any loaded words in the headline or the article? List these words and explain their effect on the reader. 9. Forgetting what the author thinks for a moment, what are your own thoughts and opinions about the issues raised in the article? Example of Critical Reading Analysis Source http:unilearning.uow.edu.aureading2c.html Excerpt 1 from an academic journal Is the methodology valid here? Critical readers would question whether the sample size was big enough to fulfil the aim of this study. They would also question whether the sample was representative enough of the wider population, asthe criterion for inclusion in the population sample perhaps created an unrepresentative group. The personality type that is willing to participate in a study of this kind may suggest subjects that are already highly involved in patient participation, thus skewing the survey results. The aim of the study was to describe how patients perceive involvement in decisions concerning their own treatment and nursing care. Sample A convenience sample of 12 patients was selected from three mixed-sex medical wards. The only criterion for inclusion in the study was a willingness to participate. 74 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J Excerpt 2 from an academic journal Has the author overgeneralised the results here? The author has used the findings from a very small sample size, that may not represent a sufficient range of patients, to support a major line of argument about how patients view collaboration. The authors are inferring that the results gained from surveying these patients can be generalised to all patients. Each interview was tape recorded and took between 60 and 90 minutes to complete. After each interview, the tape was listened to and transcribed. During this period, hunches or working hypotheses were identified which were explored in subsequent interviews. The major theme of toeing the line was identified that provides insight into how patients view collaboration. The remainder of this paper will focus on an exploration of this theme and its significant implications for nursing. Excerpt 3 from an academic journal The idea in this first sentence in a Nursing article is most probably informed by research in Sociology or Anthropology. Where is the reference? Are these the authors ideas presented as fact? The writer here is writing as if his or her interpretation were absolutely the truth, instead of just an interpretation. The value systems of individuals and of societies can be said to have dominant temporal focuses. Societies in which hospital sickness and other disasters are seen as visited upon the individual by angry gods, spirits, or ancestors hold a dominant temporal focus on the past. Societies in which causes and consequences are disregarded in favour of immediate gratification and symptom hold a present temporal focus. Societies that show considerable anxiety about the implications and consequences of present situations, to experience little anxiety relief at the removal of a symptom, and need to plan and work toward future eventualities hold a future temporal focus. Excerpt 4 from a weekend newspaper article What evidence does the author provide to support his or her argument? Is there evidence provided supporting this? Teams are not magic. They must have tasks that are achievable within a specified time frame. The team charged with management has an impossible brief and will surely fail unless effort is spent spelling out what the management task involves and what constitutes success. Neither are teams a cheap option. They inevitably consume resources and time. Teams rarely resolve conflict. More often, they pressure-cook it. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J 75 Would you accept this as fact? Why? Is this the authors opinion or fact? If an individual has the skills to do the job with the requisite creativity, then the individual, not the team, should do the job . Excerpt 5 from a weekend newspaper article Who says leadership is back in fashion? Is this assumed knowledge within the discipline of Management? This point is stated as fact. What theory is it based on? Do you agree with it? A third illusion is that leaders are not necessary in good teams. Leadership is back in fashion. But people in teams often argue that good teamwork makes leadership redundant. Explicit or strong leadership behaviour is seen as contrary to the notional equality of teams. This illusion and the lack of leadership it produces is one of the worst things that can happen to a team. It ensures an obsession with internal power relations and a team without a champion. A leader is the teams link with the wider organisation and the vital conduit for resources, support and credibility. Teams need help to understand how their leadership requirements change and how to make the most of the leadership resources distributed among members.

D. AKTIVITAS PEMBELAJARAN

Kegiatan yang dilakukan pada kegiatan belajar ini dilakukan dengan langkah – langkah sebangai berikut: 1. Membaca dan memahami konsep critical text analysis critical reading 2. Tanya jawab tentang konsep 3. Membaca contoh artikel yang akan digunakan sebagai bahan latihan 4. Mengerjakan Lembar kerja penugasan secara kelompok 5. Mendiskusikan hasil pengisian Lembar kerja 6. Melakukan presentasi hasil diskusi 7. Menarik kesimpulan 8. Melakukan refleksi pembelajaran 76 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J

E. Latihan

1. To read actively, it helps to think of reading consisting of a three-stage

process: before you read, while you are reading, and after you have read. At each stage, there are important tasks. This worksheet focuses on the second stage —during reading. Reading actively means making connections between your current knowledge and what you are reading, and asking yourself questions as you read. As you read, you are having an ongoing internal dialogue with the author in which you reflect on, postulate and form opinions about, examine, and assess the author‘s arguments. This ongoing commentary and analysis helps you, the reader, to understand and focus on the text. While you read, use a pencil or highlighter to mark key ideas and supporting examples or evidence. Choose four main ideas from the text in Woorksheet 3.1 : Reading Material and respond with your feelings, interpretations, and assessments. Then you will need to fill the form in Worksheet 3.2: Exercise for while you read Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J 77 Worksheet 3.1 : Reading Materials Read the following article and give your response towards the topic and the ideas in the article. AdvantagesDisadvantages of Discovery Learning versus Traditional Learning There has not been a great deal of research done comparing the discovery learning method and traditional teaching. From research that does exist, there appear to be four main areas of focus. These areas are 1 motivationHardy, 1967, 2 retention Alleman Brophy, 1992; Nelson Fayer, 1972; Peters, 1970, 3 achievement Hardy, 1967; Mabie Baker, 1996, and 4 transference Chambers, 1971. A significant advantage of the discovery learning method is its capacity to motivate students. Discovery learning allows learners to seek information that satisfies their natural curiosity. It provides the opportunity for students to explore their desires and consequently creates a more engaging learning environment. Simply put, discovery learning makes learning fun Schank Cleary, 1994. In a study conducted by D.W. Hardy 1967, the students learning the principles of archaeology and anthropology through the discovery method of an archaeological dig were better organizers of information, more active in the task of learning, and more highly motivated than those who were taught in a traditional, lecture method. It is easy to imagine that students find it a lot more fun to dig out artifacts from an archaeological dig and figure out that the children that lived near the school 2,000 years ago played with rocks that they used as marbles than it is to read the same fact in a textbook. In terms of information retention, discovery learning appears to be at least similar to the level found when using traditional teaching methods and possibly increases information retention. Alleman and Brophy 1992 conducted research with college students by asking them to report memorable kindergarten through eighth grade social studies activities. More students recalled activities that involved opportunities for experiential learning and higher order applications, characteristics of discovery learning, than activities that involved repetitive, low level seatwork. Students remembered more of what they learned in discovery learning activities than traditional activities. An older study also looked at the level of information retention among kindergarteners over a shorter timeframe. 78 Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J Peters 1970 compared kindergarten students learning mathematics through a discovery learning method and a verbal didactic instructional method. The students taught using a discovery learning method had equal retention to those taught using a traditional method. In agreement with Peters 1970, Nelson Frayer 1972 looked at the retention of concepts in their study comparing a discovery learning method and an expository learning method. Nelson Frayer studied 228 seventh grade students learning four geometry concepts quadrilateral, rhombus, trapezoid, and parallelogram and foundthat the students scored equally on retention tests. Discovery learning increases student achievement when the students are learning skills rather than facts. In Hardys 1967 archaeological study, the students who were taught with the discovery learning method showed a positive significant difference in achievement on pre- and post-tests measuring anthropological understandings over those students taught using the lecture method. Rachel Mabie and Matt Baker in 1996 also showed an increase in achievement with their study of students learning about nutrition. Mabie and Bake r studied three groups of fifth and sixth grade students who were taught about food and fiber using three different methods. One group was taught over a 10-week period using garden projects. A second group was taught using short, in-class projects, and the third group was taught using traditional methods. Both the garden project and in-class project groups showed an improvement in pretest knowledge of 70-80 compared to an 11 increase in the group taught using traditional methods. Nelson and Frayer 1972 and Peters 1970 studies contradict Hardy 1967 and Mabie and Baker 1996. The traditional methods were found to be significantly better for achievement; however, the content taught in the Nelson and Fayer and Peters studies measured fact-based information and did not provide for open-ended responses that are more consistent with the discovery learning method. The fourth area of discovery learning versus traditional learning is transference. D. W. Chambers 1971 did a study that compared discovery learning with overlearning. Overlearning is a traditional method of drill and practice in which students practice a skill many times. Chambers found that students learning with the overlearning method were better at transferring what they had learned than those who learned the concept through discovery learning. Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J 79 This study is greatly flawed due to the topic the students were learning which was rote memorization of math facts. Again, the fact that discovery learning does not work well with rote memorization impacted this study greatly. Recognizing motivation, information retention, and achievement as positive effects of discovery learning that are grounded in research, the question becomes, why do teachers and school systems hesitate to adopt discovery learning. Some reasons are based more on self-imposed misconceptions and attitudes than on discovery learnings creative and practical demands Bicknell- Holmes Hoffman, 2000. Some reasons are because of imposed accountability and the structure of the educational system. Three major reasons teachers do not teach using discovery learning are that they believe 1 discovery learning will not cover the course content, 2 discovery learning will require too much preparation and learning time, or 3 class sizes are too big or too small to permit the strategys use Bonwell, 1998. Educators fear that discovery learning will not cover the course content. This belief may stem from the fact that discovery learning is a square peg that is being placed in a round hole. Current curricula for K-12 education do not outline broad concepts to be learned. Instead, curricula detail isolated facts that students should know by a certain age Schank Cleary, 1994. Also, the structure of grade levels hinders discovery learnings natural progression. Students are given 180 days to learn a certain amount of content. Teachers cannot offer the amount of time some students would require to discover the content the teachers are held accountable for teaching Schank Cleary, 1994. Discovery learning does not work well on the same time frame or with such specific, fact-based, information. A second reason for a lack of discovery learning strategies in education is the belief that discovery learning will require too much time for preparation and learning. Theoretically, it should require less time for preparation Schank Cleary, 1994. The idea in discovery learning is to teach processing skills so that the initial investment in preparation is high, but the exercises and activities can be used repeatedly with minor adjustments to address different content areas Bonwell, 1998. The preparation done by the teacher in discovery learning is simply to guide students as they build the investigation skills and then allow their investigation of the topic. Since the skills are easily transferable, creating new