The Evaluation of Lesson Plan to Improve Students’ Critical Responses in Critical Reading Classes

Abstract

Critical Reading is one subject that is taught by the third semester in English Literature students. This subject asks students to be active in reading of any text types categorized into critical genres. Students are introduced to steps of critical reading which include pre-, during and after reading. The aim of this research was to evaluate Lesson Plans in Critical Reading. The subjects were the third students of English Literature. The research used qualitative. I broke down all parts in lesson plan, such as course learning outcome, graduate learning outcome, and course description. I saw there was an importance thing in learning Critical Reading among third semester students of English Literature because this subject showed the awareness of critical reading skills and strategies which include identifying texts’ structure; annotating, outlining, summarizing, and reviewing texts; distinguishing main and supporting ideas as well as facts and opinions in the texts; analyzing writer’s purpose and point of view as well as tone and attitude in the texts; and conducting rhetorical analysis of the texts. All of those steps are intended to help students uncover the hidden messages of any types of critical genres. Although the subject was important for students, there was imbalance between graduate learning outcome and course learning outcome. To solve its imbalance, I gave the knowledge about the reader response approach among students by lecturing and answering some questions. The result showed by giving questions about the reader response approach, students increased knowledge about this subject.