STUDENTS’ PERCEPTION ON CRITICAL READING APPROACH IN ELT CLASSROOM OF ARTHA WACANA CHRISTIAN UNIVERSITY

MANEK, Nopigirto Teofilus (2026) STUDENTS’ PERCEPTION ON CRITICAL READING APPROACH IN ELT CLASSROOM OF ARTHA WACANA CHRISTIAN UNIVERSITY. Undergraduate thesis, Artha Wacana Christian University.

[img] Text
b. COVER Itho.pdf

Download (716kB)
[img] Text
d. ABSTRACT Itho.pdf

Download (221kB)
[img] Text
e. CHAPTER I Itho.pdf

Download (224kB)
[img] Text
g. CHAPTER II Itho.pdf
Restricted to Registered users only

Download (256kB)
[img] Text
i. CHAPTER III Itho.pdf
Restricted to Registered users only

Download (168kB)
[img] Text
k CHAPTER IV Itho.pdf
Restricted to Registered users only

Download (245kB)
[img] Text
m. CHAPTER V Itho.pdf

Download (167kB)
[img] Text
o. Bibliography Itho.pdf

Download (217kB)

Abstract

This study investigates students’ perceptions of the implementation of the Critical Reading Approach (CRA) in the English Language Teaching (ELT) classroom at Artha Wacana Christian University. The study was conducted to examine how CRA influences students’engagement, comprehension, and critical thinking development during reading activities. This research employed a qualitative descriptive design supported by simple descriptive statistics. The participants consisted of 25 students from the English Education Study Program who were selected through purposive sampling. The data were collected through open – ended questionnaires and documentation, then analyzed using thematic analysis supported by frequency and percentage to strengthen the interpretation of the findings. The findings revealed that the implementation of CRA contributed positively to students’ learning experiences. Students demonstrated increased participation and interaction during classroom discussions, deeper comprehension of academic texts, and improved critical thinking skills, particularly in evaluating arguments, identifying bias, synthesizing ideas, and reflecting critically on texts. Although some students were still adapting to the approach, the study concludes that CRA is an effective instructional approach for promoting active learning, deeper understanding, and critical thinking in ELT classrooms. Therefore, teachers are encouraged to apply CRA consistently and provide appropriate guidance to support students’ learning processes.

Item Type: Thesis (Undergraduate)
Uncontrolled Keywords: Critical Reading Approach, students’ perceptions, engagement, comprehension, critical thinking
Subjects: L Education > English Language
Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User: Mrs Skripsi Perpust
Date Deposited: 04 Aug 2026 07:32
Last Modified: 04 Aug 2026 07:32
URI: http://repo-ukaw.superspace.id/id/eprint/7358

Actions (login required)

View Item View Item