Members of groups :

1. Juliafika Sianturi (2193321050)

2. Ruth Deby Loren Banurea (2193321049)
Class : English Education 2019 F
Subject : Academic Oral Language Skills

ABSTRACT I

Ajeng Meidina Fadhillah. 2017. Embedding Critical Thinking Through Critical Reading:
Teaching Narrative Text In Junior High School. Indonesia: Journal Of English And
Education

Abstract

This article reports a research on embedding critical thinking through critical reading in
teaching narrative text to junior high school students. The research was aimed to find out
whether or not critical reading strategies can improve students’ critical thinking skills and
how critical reading strategies help students to think critically in reading narrative text. Thirty
five of eight graders in one of junior high schools in West Bandung were involved in this
study. This study employed mixed methods as the methodology. The data were gained
through pre-test, post-test, classroom observation and interview. The findings revealed that
there were 18 of 35 students (51%) who made a high improvement of their critical thinking
skills. It means that critical reading strategies were considered could improve students’
critical thinking skills in reading narrative text. In addition, the five critical reading strategies
as proposed by Sousa (2004) and Winston Salem State University (2013) namely previewing,
outlining and summarizing, reflecting and evaluating were proven to have its own role in
fostering students’ critical thinking skills. Moreover, students critical thinking evolvement
were investigated and listed from the most evident to the least evident; 1) reasoning, 2)
predicting, 3) recognizing context and 4) questioning.

Keywords: critical thinking; critical reading strategies; narrative text.

Literal Representation Metaphorical Representation

The data were gained through The research was aimed to find out whether or not
pre-test, post-test, classroom critical reading strategies can improve students’
observation and interview. critical thinking skills and how critical reading
strategies help students to think critically in reading
narrative text.
Thirty five of eight graders in Moreover, students critical thinking evolvement
one of junior high schools in were investigated and listed from the most evident to
West Bandung were involved in the least evident; 1) reasoning, 2) predicting,3)
this study. recognizing context and 4) questioning.

This article reports a research on embedding critical

This study employed mixed thinking through critical reading in teaching
methods as the methodology. narrative text to junior high school students.
 The findings revealed that there were 18 of 35
students (51%) who made a high improvement of
their critical thinking skills. It means that critical
reading strategies were considered could improve
students’ critical thinking skills in reading narrative
text.1
It means that critical reading strategies were
considered could improve students’ critical thinking
skills in reading narrative text.
In addition, the five critical reading strategies as
proposed by Sousa (2004) and Winston Salem State
University (2013) namely previewing, outlining and
summarizing, reflecting and evaluating were proven
to have its own role in fostering students’ critical
thinking skills.

Literal Representation : 3 Sentences: 40%

Metaphorical Representation : 6 Sentences: 60%

ABSTRACT II

Bambang and Marita. 2015. Paragraph Writing as A Sensibility-Based Productive Skill .

Ahmad Dahlan Journal of English Studies

Abstract

Paragraph writing in the context of Academic Writing in a number of academies and

universities in Indonesia is considered a skill whose mastery needs reasoning or logical
thinking besides knowledge of grammatical rules, lexis, and also ability to translate from
Bahasa Indonesia into English effectively and efficiently. Logical thinking should be
exercised ever since the student writers begin their initial up to the final phase of writing a
paragraph. They may not necessarily pour down their ideas in sentences the way they like.
This is because first of all they have to determine the main idea, also known as topic
sentence, that needs formulating from the general subject or topic that is still too broad to be
developed. To formulate the topic sentence, they have to exercise their logical thinking.
Then, the main idea has to be supported by supporting sentences which are related to one
another. The process of writing supporting sentences and their interrelationship should also
be based on logical thinking. Finally, the paragraph is closed by means of a sentence which
concludes the discussion of the whole paragraph. A paragraph that a flow smoothly or, in
other words, is readable is, without any doubt, the one that is effective and sensible.

Keywords: general subject, topic sentence, supporting sentences, concluding sentence

 Literal Representation Metaphorical Representation

Logical thinking should be exercised Paragraph writing in the context of Academic

ever since the student writers begin
their initial up to the final phase of
writing a paragraph.
Writing in a number of academies and
universities in Indonesia is considered a skill
whose mastery needs reasoning or logical
thinking besides knowledge of grammatical
rules, lexis, and also ability to translate from
bahasa Indonesia into English effectively and
efficiently.

They may not necessarily pour down This is because first of all they have to
their ideas in sentences the way they determine the main idea, also known as topic
like. sentence, that needs formulating from the
general subject or topic that is still too broad to
be developed.

To formulate the topic sentence, they

have to exercise their logical thinking.

Then, the main idea has to be

supported by supporting sentences
which are related to one another.

The process of writing supporting

sentences and their interrelationship
should also be based on logical
thinking

Finally, the paragraph is closed by

means of a sentence which concludes
the discussion of the whole
paragraph.

A paragraph that flows smoothly or,

in other words, are readable is,
without any doubt, the one that is
effective and sensible.

Literal Representation : 8 Sentences: 80%

Metaphorical Representation : 2 sentences: 20%

ABSTRACT III

Wirantaka Andi . 2016. Paragraph Writing of Academic Texts in an EFL Contextis.

Yogyakarta : UNY

Abstract

This study aims to figure out EFL students’ experiences in developing paragraphs and
difficulties in writing paragraphs of academic texts. This current study was qualitative
research which employed interviews as the data collection method. The participants of the
study were five students who were writing their research report as a requirement for their
undergraduate degree. The study was conducted in one of private universities in Yogyakarta,
Indonesia. The findings of the study showed that in developing paragraphs, the students did
brainstorming, drafting, revising, and editing. Moreover, related to the problems in writing
paragraph, the students faced difficulties in English words and word choice, grammar,
development of main idea, coherence and cohesiveness, effective sentence, and citation.

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The findings of the study showed that in This study aims to figure out EFL
developing paragraphs, the students did students’ experiences in developing
brainstorming, drafting, revising, and editing. paragraphs and difficulties in writing
paragraphs of academic texts.

The participants of the study were five This current study was qualitative
students who were writing their research research which employed interviews as
report as a requirement for their the data collection method.
undergraduate degree.

The study was conducted in one of private Moreover, related to the problems in
universities in Yogyakarta, Indonesia. writing paragraph, the students faced
difficulties in English words and word
choice, grammar, development of main
idea, coherence and cohesiveness,
effective sentence, and citation.

Literal Representation : 6 Sentences: 50%

Metaphorical Representation : 6 sentences: 50%

ABSTRACT IV
Chilyatul Et all . 2016. The Effectiveness of Team Teaching and Blended Learning Strategies
in Speaking Class to Students with Different Personalities. Semarang : English Education
Journal

Abstract

The aim of this research is to investigate how effective was the Team-teaching strategy and
Blended learning to teach speaking to students with different personality types. This paper
showed the result of experimental research on speaking skills to the introvert and extrovert
students at Airlines Business Career Semarang. A 2x2 factorial design of experimental
research was used to collect the data from 52 students which was divided into two groups;
they were experimental group 1 and experimental group 2. They were treated with different
strategies: Team-teaching and Blended learning strategies. In the Team-teaching class, there
are two teachers taught in one class. Meanwhile, in Blended learning class, the teacher
blended the face-to-face meeting and also the online meeting. The instrument of this research
was observation checklist, questionnaire, pre-test, and post-test. The data was analyzed using
ANOVA to prove the hypotheses. The result showed that Team-teaching was more effective
to teach speaking to the students with introvert and extrovert personality. Based on the
analysis of ANOVA there were no interaction among team teaching and blended learning
strategies, students’ personality, and speaking skill

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This paper showed the result of The aim of this research is to investigate how
experimental research on speaking skills effective was the Team-teaching strategy and
to the introvert and extrovert students at Blended learning to teach speaking to
Airlines Business Career Semarang. students with different personality types.
In the Team-teaching class, there are two They were treated with different strategies:
teachers taught in one class. Team-teaching and Blended learning
strategies.
The instrument of this research was The data was analyzed using ANOVA to
observation checklist, questionnaire, pre- prove the hypotheses.
test, and post-test.

The result showed that Team-teaching was

more effective to teach speaking to the
students with introvert and extrovert
personality.
Based on the analysis of ANOVA there were
no interaction among team teaching and
blended learning strategies, students’
personality, and speaking skill

Literal Representation : 3 Sentences: 40%

Metaphorical Representation : 5 sentences: 60%

ABSTRACT V
Harini Sugirezki. 2017. STUDENTS’ ATTITUDES TOWARDS THE USE OF AUTHENTIC
MATERIALS IN EFL CLASSROOM . Indonesia : UPI

Abstract

This present study was aimed at discovering students’ attitudes towards the use of authentic
materials in EFL classroom, students’ difficulties in dealing with authentic materials, and
students’ favorable authentic materials. There were 34 of the eighth-grade students in
Bandung participated in this research. The data were attained through students’
questionnaires, students’ interviews, and classroom observation. The mean score of students’
questionnaire result was 51.09. It indicates that students’ attitudes towards the use of
authentic materials are positive. This result was also supported by the two observers involved
in this study who agreed that authentic materials could give positive impacts on all students’
element of attitudes which are cognitive, affective, and behavioral elements. Then, according
to the result of students’ interview, there were five difficulties that students encountered when
dealing with authentic materials: unfamiliar vocabularies appeared in authentic materials,
advanced speaking fluency and intonation, low-quality of authentic materials, students’ low
self-confidences, and unfamiliar authentic materials. The last, from twenty kinds of authentic
materials listed in the questionnaire, songs and movies were considered as the most favorable
authentic materials for EFL students.

Keywords: students’ attitudes; authentic materials; EFL students

Literal Representation Metaphorical Representation

There were 34 of the eighth- This present study was aimed at discovering
grade students in Bandung students’ attitudes towards the use of authentic
participated in this research. materials in EFL classroom, students’ difficulties in
dealing with authentic materials, and students’
favorable authentic materials.
The data were attained through It indicates that students’ attitudes towards the use of
students’ questionnaires, authentic materials are positive.
students’ interviews, and
classroom observation.
The mean score of students’ This result was also supported by the two observers
questionnaire result was 51.09. involved in this study who agreed that authentic
materials could give positive impacts on all
students’ element of attitudes which are cognitive,
affective, and behavioral elements.
Then, according to the result of students’ interview,
there were five difficulties that students encountered
when dealing with authentic materials: unfamiliar
vocabularies appeared in authentic materials,
advanced speaking fluency and intonation, low-
quality of authentic materials, students’ low self-
confidences, and unfamiliar authentic materials.
The last, from twenty kinds of authentic materials
listed in the questionnaire, songs and movies were
 considered as the most favorable authentic materials
for EFL students.

Literal Representation : 3 Sentences: 40%

Metaphorical Representation : 4 sentences: 60%