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• W3143133073 abstract "This study aims to explore the teachers’ concepts of critical reading skills and to find out the kinds of critical reading strategies the teachers use in teaching reading at SMAN 1 Lamongan. Current studies showed that teachers face many problems in conducting teaching critical reading strategies. Another study stated that the teachers also have less awareness of the concept of critical reading skills and they feel incompetent. Their reading classes only show the students how to reading aloud, answering questions, and translating the meaning of the text. Moreover, students have less interested, less motivated, and bored in reading classes. Critical reading strategies could be the solutions for teaching reading problems. Conducting critical reading strategies could motivate and challenge students to express their ideas. The teachers should have an excellent concept of critical reading skills to conduct critical reading strategies in the class. Thus, the researcher aims to explore the teachers’ concepts of critical reading skills and their critical reading strategies.This study was determined using a qualitative descriptive design. It means the data are collecting from various sources to obtain a deeper understanding of the subject, including their opinion, perspective, and attitude. The subjects of the study were four English teachers who have criteria such as experience in teaching at least 5 years, used to teach reading in different kinds of text, having a teaching certificate, and having teaching reading problems. The data have been analyzed from interview transcripts and classroom observations checklist. Furthermore, the subject triangulation data had conducted by the researcher to make valid and reliable data.The finding showed that teachers have diverse concepts of critical reading skills and they used some critical reading strategies. The researcher classified their concept into four points, namely: (1) identifying main and supporting ideas, (2) sharing and discussing, (3) summarizing and making conclusions, and (4) arguing and analyzing problems. Meanwhile, the teachers used kinds of critical reading strategies such as previewing, annotating, and outlining and summarizing. From the findings above the researcher identified that the teachers’ concept of critical reading skills had supported the theories. Although, one of the teachers' concepts did not specific to critical reading concepts. The teachers need more understanding of the concept of critical reading skills. On the other hand, the teachers' critical reading strategies also had supported the theories. The researcher did not find any new critical reading strategies were conducted by the teachers." @default.
• W3143133073 created "2021-04-13" @default.
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• W3143133073 date "2021-01-01" @default.
• W3143133073 modified "2023-09-27" @default.
• W3143133073 title "TEACHERS’ CONCEPTS ON CRITICAL READING SKILLS AND THEIR CRITICAL READING STRATEGIES AT SMAN 1 PACIRAN" @default.
• W3143133073 hasPublicationYear "2021" @default.
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