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All Journal Language Circle : Journal of Language and Literature Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Edumaspul: Jurnal Pendidikan REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies MATAI: International Journal of Language Education Koli Journal: English Language Education
Karolis Anaktototy
English Education Study Program, Universitas Pattimura Ambon
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra

 1 
Improving EFL Students’ Reading Comprehension and Critical Thinking Skill through Directed Reading Thinking Activity Karolis Anaktototy; Inggrid Lesnussa
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 1 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i1.27711

Abstract

Abstract. Reading comprehension and critical thinking skills are pivotal skills which can trigger academic achievements of students in the English Foreign Language Learning. This study was conducted to improve those students’ reading comprehension and critical thinking skills by implementing Directed Reading Thinking Activity (DRTA). The researcher conducted the study by following the classroom action research approach that consists of four steps in each of its cycles consisting of planning, action, observation, and reflection. The researcher used pre-test, post-test, and questionnaire to collect the data. The data from the result of tests were analyzed quantitatively while the observation results were analyzed qualitatively. The study results show that the implementation of DRTA can improve students' reading comprehension and critical thinking skills. DRTA can improve students reading skills and critical thinking because the DRTA strategy focuses on student engagement with the text. Hence, students have to predict and prove when the students read, and it makes the learning process more interactive and the students more active. Thus, the researcher recommends DRTA for those teachers who find similar problems in improving students’ reading comprehension and critical thinking. Keywords: Critical Thinking, Directed Reading Thinking Activity, Reading Comprehension
Asessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom Karolis Anaktototy; Mathilda Huwae
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 4, No 2 (2020): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v4i2.12532

Abstract

This study was aimed at finding out kinds of pre-reading activities commonly used, and teachers’ perceptions on the use of pre-reading activities. Survey method was used as research method. To collect data, questionnaire and observation checklist were used as research instruments. There were 33 English teachers from 11 Junior High Schools as participants. The result of the study revealed that pre-reading activities were used by English teachers to engage students in reading activities. Pre-reading activities such as asking questions, identifying text structure, previewing, showing picture, brainstorming, and making prediction were the preferable activities applied by teachers. The teachers believed that the use of pre-reading activities in teaching reading is an effective way to improve students’ reading comprehension.
Portraying English Teachers’ Obstacles in Applying 2013 Curriculum for High School Level Karolis Anaktototy
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 2 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i2.14957

Abstract

Abstract. Curriculum is an essential part in education. Every change occurs in the national curriculum requires readiness of teachers to cater the demand of the new curriculum.  This research was aimed at portraying the obstacles encountered by high school English teachers in Ambon city in applying the new Indonesian national curriculum known as Curriculum  2013. Survey method was used as research method. Questionnaire was used as the instrument in collecting data needed in this study. Data collected were analyzed using descriptive statistics. There were 20 English teaachers from 10 high schools as participants. From the analysis results, this study confirms that most teachers understand the Curriculum  2013 . However, some teachers are still facing some difficulties. These difficulties include the use of learning technology, the availability of learning resources, and the allocation of learning time. The results of this study can be used as a consideration in developing training program for the Curriculum  2013  implementation to be more effective and follow the needs of teachers. Keywords: Curriculum  2013 , teaching English, teachers’ perception
Co-Authors Armayanti Rumalutur Hendrik Jacob Maruanaya Inggrid Lesnussa Jeny Lekatompessy Mansye Sekawael Mathilda Huwae Mira Magelang Muhamad Sopyan Muhammad Ridha Anugrah Latief Petrus Jacob Pattiasina Rice Pesiwarissa Samsudin Samsudin Tri Mulia Herawati Wagdi Rashad Ali Bin-Hady