Teachers’ Strategies to Facilitate the Activation of Students’ Background Knowledge for Critical Reading

Kusumahwati, Lydia and Hamamah,, S.Pd., M.Pd., Ph.D., and Dr. Widya Caterine Perdhani, S.Pd., M.Pd (2024) Teachers’ Strategies to Facilitate the Activation of Students’ Background Knowledge for Critical Reading. Magister thesis, Universitas Brawijaya.

Abstract

Latar belakang pengetahuan siswa mempengaruhi keterampilan siswa dalam membaca kritis. Meskipun peran pengetahuan latar belakang dalam penelitian sebelumnya telah ditentukan, tidak ada satupun yang menyebutkan bagaimana cara memfasilitasi aktivasi pengetahuan latar belakang siswa. Oleh karena itu, penelitian ini bertujuan untuk mengungkap strategi guru yang dapat memfasilitasi aktivasi pengetahuan latar belakang siswa. Penelitian ini dilakukan di sebuah program studi pendidikan bahasa Inggris di Universitas Brawijaya. Penelitian ini mengikuti metode penelitian kualitatif. Data dikumpulkan melalui analisis dokumen, observasi kelas, wawancara semi-terstruktur, dan Nominal Group Technique (NGT). Partisipan dari penelitian ini adalah dua orang guru dan empat orang siswa yang mengikuti kelas Critical Reading. Temuan penelitian ini mengungkapkan empat strategi yang diterapkan oleh para pengajar untuk mendorong aktivasi latar belakang pengetahuan siswa. Yang pertama adalah melakukan analisis kebutuhan u

English Abstract

Students’ background knowledge influences students’ skills in critical reading. Although the role of background knowledge in previous studies has been determined, not many of them mentioned how to facilitate the activation of students’ background knowledge. Therefore, the current study aimed to uncover teachers’ strategies that facilitate the activation of students’ background knowledge. This study was conducted in an English language education study program at Universitas Brawijaya. The present research followed the qualitative research method. The data were collected through document analysis, classroom observation, semi�structured interviews, and the Nominal Group Technique (NGT). The participants of this study were two teachers and four students who enroll in Critical Reading class. The findings revealed four strategies are implemented by the teachers to nurture the activation of student’s background knowledge. The first one was conducting a need analysis to know students’ agentic engagement.

Item Type:	Thesis (Magister)
Identification Number:	042412
Uncontrolled Keywords:	critical reading, background knowledge, group discussion-critical reading, background knowledge, group discussion
Divisions:	S2/S3 > Magister Linguistik Terapan, Fakultas Ilmu Budaya
Depositing User:	soegeng Moelyono
Date Deposited:	30 Oct 2024 08:00
Last Modified:	30 Oct 2024 08:00
URI:	http://repository.ub.ac.id/id/eprint/227748

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