THE DEVELOPMENT OF ENGLISH READING AND WRITING INSTRUCTION MODEL BY USING COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH (CALLA) TO ENHANCE ANALYTICAL ABILITY (RWCA MODEL)
Article Sidebar
Main Article Content
Abstract
This article aimed to (1) develop a model, and (2) present the analytical ability. The samples were 25 students, selected by simple randomization. The study was mixed methodology research, and a one-group pretest-posttest design. The research’s tools were 1) teaching plan, 2) analytical ability test, 3) learning strategies test, and 4) questionnaire. They were selected by mean (), standard deviation (SD), corrected item-total correlation, reliability, Cronbach's alpha coefficient, frequency and percentage. The research results were found that
1. The efficiency of developing reading and writing teaching models was high, consistent with research hypothesis No. 1.
2. The analytical thinking ability after using the model was significantly higher than the scores before at a statistical level of 0.05.
The findings from this research showed that the results of the teaching and learning process by using the teaching model (RWCA Model) will lead to the correct learning outcomes. In addition, learners can create learning methods, making it easier and more effective to increase their learning abilities in the future.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education & Practice, 7(9), 108–121.
Beatty, J. E., Leigh, J. S. A., & Lund Dean, K. (2020). Republication of: Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy. Journal of Management Education, 44(5), 543–559.
Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement, 30(1), 3–29. DOI: 10.1080/09243453.2018.1539014
Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning and Instruction, 43, 76–83. DOI: 10.1016/j.learninstruc.2016.02.001
Brammer, S., & Clark, T. (2020). COVID-19 and management education: Reflections on challenges, opportunities, and potential futures. British Journal of Management, 31, 453–456. DOI: 10.1111/1467-8551.12425
Butler, H. A., & Halpern, D. F. (2020). Critical thinking impacts our everyday lives. In R. J. Sternberg & D. F. Halpern (Eds.), Critical thinking in psychology (2nd ed.). Cambridge University Press.
Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. DOI: 10.1007/s11245-016-9401-4
Halpern, D. F., & Sternberg, R. J. (2020). An introduction to critical thinking: Maybe it will change your life. In R. J. Sternberg & D. F. Halpern (Eds.), Critical thinking in psychology (2nd ed.). Cambridge University Press.
Joyce, B., Weil, M., & Calhoun, E. (2014). Models of teaching (7th ed.). Allyn and Bacon.
Makmee, P. (2021). Development of learning and innovation skills assessment criteria for upper secondary school students: A multilevel confirmatory factor analysis using mixed-method design. Kasetsart Journal of Social Sciences, 42(2), 319–324. DOI: 10.34044/j.kjss.2021.42.2.16
Motlagh, M. A., Zavaraki, E. Z., Vahedi, M., Noroozi, D., Bakhtiarvand, M., & Azizi, Y. (2023). The impact of blended collaborative learning on the English reading comprehension. Randwick International of Education and Linguistics Science Journal, 4(1), 1–12. DOI: 10.47175/rielsj.v4i1.608
Natthinee, C. (2017). The development of activities for teaching with student centered learning using the CIPPA model in financial statement analysis for the second-year students at the Department of Management. Journal of Educational Studies, 28(2), 89–103. [in Thai]
Niu, S. J., Niemi, H., Harju, V., & Pehkonen, L. (2021). Finnish student teachers' perceptions of their development of 21st-century competences. Journal of Education for Teaching, 47(5), 638–653. DOI: 10.1080/02607476.2021.1951602
Nuraida, I., Muliastuti, L., & Rasyid, Y. (2019). The influence of cooperative learning model and self-evidence on students' speaking ability. Asian EFL Journal, 23(3.2), 190–202.
Promwong, C. (2013). Testing the effectiveness of instructional media or teaching packages. Silpakorn Educational Research Journal, 5(3), 7–20. [in Thai]
Schendel, R. (2016). Adapting, not adopting: Barriers affecting teaching for critical thinking at two Rwandan universities. Comparative Education Review, 60(3), 549–570.
