The Effectiveness of Critical Reading Skills Teaching Programs Integrated With Local Culture: A Meta-Analysis Study
DOI:
https://doi.org/10.17507/tpls.1506.32Keywords:
critical reading, comparative meta-analysis, experimental research, meta-analysis, analysis moderatorAbstract
This study investigates the effectiveness of critical reading skills teaching programs integrated with local cultural elements through meta-analysis. The research method used in this study is meta-analysis, which analyzes the results of numerous studies to identify patterns and draw conclusions. This study analyzed 23 articles from Scopus, Google Scholar (Scholar), EBSCO, EmeraldInsight, Science & Direct, SpringerLink, Taylor & Francis, and ProQuest databases in the 2011-2024 range. The collected data underwent a comparative meta-analysis (CMA) to ascertain the efficacy of critical reading skills teaching programs integrated with local cultural elements. The study's findings indicate that such programs demonstrate enhanced effectiveness compared to learning experiences without such cultural integration. Additionally, the study provides evidence to dispel any potential biases in the meta-analysis process. The analysis results based on moderators of education level, country, and publication type also demonstrate that the critical reading skills teaching program integrated with local cultural elements is statistically significant.
References
Aghajani, M., & Gholamrezapour, E. (2019). Critical Thinking Skills, Critical Reading and Foreign Language Reading Anxiety in Iran Context. International Journal of Instruction, 12(3), 219–238.
Akın, F., Koray, Ö., & Tavukçu, K. (2015). How effective is critical reading in the understanding of scientific texts? Procedia-Social and Behavioral Sciences, 174, 2444–2451.
Allagui, B. (2021). TED talk comments to enhance critical thinking skills in an undergraduate reading and writing course. Education and Information Technologies, 26(3), 2941–2960.
Al-Shaye, S. (2021). Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills. Kıbrıslı Eğitim Bilimleri Dergisi, 16(4), 2049–2069.
Azizah, N., Inderawati, R., & Vianty, M. (2020). Bangka-culture-based descriptive reading materials for tour and travel in SMK: Students’ needs analysis. English Review: Journal of English Education, 9(1), 21–34.
Bobkina, J., & Stefanova, S. (2016). Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills. Studies in Second Language Learning and Teaching, 6(4), 677–696.
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta‐Analysis (1st ed.). Wiley. Chhouk, C., & Chusanachoti, R. (2021). The WebQuest Learning Approach and Reflective Practice in Instruction: Does It Work? Pasaa Paritat Journal, 36(3), 1–20.
Comber, B., & Nixon, H. (2011). Critical reading comprehension in an era of accountability. The Australian Educational Researcher, 38(2), 167–179.
Cumming, G. (2013). Understanding The New Statistics: Effect Sizes, Confidence Intervals, and Meta-Analysis (1st ed.). Routledge.
Damaianti, V. S., Damaianti, L. F., & Mulyati, Y. (2017). Cultural Literacy Based Critical Reading Teaching Material with Active Readerstrategy for Junior High School. International Journal of Evaluation and Research in Education (IJERE), 6(4), 312–317.
Darvenkumar, T., & Devi, V. A. (2022). Text-Based Game—A Tool to Enhance Critical Reading and Critical Thinking Skills in English Classrooms. Theory and Practice in Language Studies, 12(11), 2298–2306.
Davey, T., Salazar Luces, J. V., & Davenport, R. (2021). Individual-Centred Approaches to Accessibility in STEM Education. Education Sciences, 11(10), 652-668.
Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35(3), 1-27.
Estuarso, D. (2017). When Local Goes Global: English Teachers as Cultivators of Local Culture in A Globalized Region. KnE Social Sciences, 1(3), 60–69.
Fauzan, A., Yulitriana, Y., Syeba, S., Meka, L. M. C., Retsi, O. D., Farid, R. N., Fikri, M. S., Yaspis, J. S., & Lui, S. S. F. (2023). Developing reading material in the form of a short story based on central Kalimantan culture. EXPOSURE: Jurnal Pendidikan Bahasa Inggris, 12(2), 351–365.
Fauzan, Setiawan, A., Rosita, F. Y., & Musaffak. (2022). Pola penelitian membaca cepat dan implikasinya terhadap keterampilan membaca cepat bagi calon guru Bahasa Indonesia: Tinjauan pustaka sistematis. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 8(2), 436–457.
Field, A. P., & Gillett, R. (2010). How to do a meta‐analysis. British Journal of Mathematical and Statistical Psychology, 63(3), 665–694.
Gaetjens, C. A. (1997). Teaching critical reading to graduate gerontology students. Gerontology & Geriatrics Education, 17(4), 17–31.
Halim, S. M. A. (2011). Improving EFL majors’ critical reading skills and political awareness: A proposed translation program. International Journal of Educational Research, 50(5–6), 336–348.
Hariyati, N., & Ahmadi, A. (2019). Effectiveness Learning of Critical Reading Using Susiso Model. Proceedings of the 2nd Workshop on Language, Literature and Society for Education. 2nd Workshop on Language, Literature and Society for Education, Solo, Indonesia.
Haromi, F. A. (2014). Teaching through appraisal: Developing critical reading in Iranian EFL learners. Procedia-Social and Behavioral Sciences, 98, 127–136.
Hazaymeh, W., & Alomery, M. K. (2022). The effectiveness of visual mind mapping strategy for improving English language learners’ critical thinking skills and reading ability. European Journal of Educational Research, 11(1), 141–150.
Henry, C. C., & Mohamad, M. (2021). The Use of Mobile Technology in Enhancing the Critical Reading Skills of Pre-University ESL Students. Creative Education, 12(3), 678–696.
Hidayati, M., Inderawati, R., & Loeneto, B. (2020). The correlations among critical thinking skills, critical reading skills and reading comprehension. English Review: Journal of English Education, 9(1), 69–80.
Hromova, N., Kryvych, M., Chernihivska, N., Vinnytska, T., & Bloshchynskyi, I. (2022). Forming critical reading skills in a low-intermediate class of English. World Journal of English Language, 12(1), 74–82.
Kamaruddin, A., Patmasari, A., Agussatriana, Whanchit, W., Suriaman, A., & Nadrun. (2023). The effect of IBL (inquiry-based learning) model on EFL students’ critical thinking skills. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 9(1), 15–23.
Khamkhong, S. (2018). Developing English L2 Critical Reading and Thinking Skills through the Pisa Reading Literacy Assessment Framework: A Case Study of Thai EFL Learners. 3L: Southeast Asian Journal of English Language Studies, 24(3), 83–94.
Khonamri, F., & Sana’ati, M. K. (2014). The impacts of dynamic assessment and call on critical reading: An interventionist approach. Procedia-Social and Behavioral Sciences, 98, 982–989.
Khoo, E., & Huo, X. (2022). The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning: A Canadian Experience with an Online Reading-Writing Program. Journal of Teaching and Learning, 16(2), 67–85.
Khusniyah, N. L. (2022). The Effect of Literary Reading Program in Online Learning on Students’ Reading Ability. AL-ISHLAH: Jurnal Pendidikan, 14(4), 6925–6932.
Koray, Ö., & Çetinkılıç, S. (2020). The use of critical reading in understanding scientific texts on academic performance and problem-solving skills. Science Education International, 31(4), 400–409.
Lee, Y.-H. (2017). Scripting to enhance university students’ critical thinking in flipped learning: Implications of the delayed effect on science reading literacy. Interactive Learning Environments, 26(5), 569–582.
Liu, H. (2024). A Review of Critical Thinking Pedagogical Strategies Used in College English Reading. Journal of Education, Humanities and Social Sciences, 26, 136–140.
Lvping, S. (2021). Blockchain Technology for Management of Intangible Cultural Heritage. Scientific Programming, 2021, 1–7.
Main, S., & Slater, E. (2022). Online Continuous Professional Learning: A Model for Improving Reading Outcomes in Regional and Remote Schools? Journal of Teacher Education, 73(2), 201–214.
Matin, Moh. F. (2017). The Implementation of Critical Discourse Analysis in an English classroom. Indonesian EFL Journal, 3(1), 11–20.
Medranda-Morales, N., Palacios Mieles, V. D., & Villalba Guevara, M. (2023). Reading Comprehension: An Essential Process for the Development of Critical Thinking. Education Sciences, 13(11), 1–10.
Mekuria, A., Bushisho, E. W., & Wubshet, H. (2024). The effects of reading strategy training on students’ reading strategy use and critical reading ability in EFL reading classes. Cogent Education, 11(1), 1-20.
Misaa, M., Purwati, O., & Retnaningdyah, P. (2022). Multiliteracy pedagogical framework in action: Critical reading in ELT classroom by implementing critical framing. Cypriot Journal of Educational Sciences, 17(12), 4311–4323.
Moghadam, Z. B., Narafshan, M. H., & Tajadini, M. (2021). Development of a critical self in the language reading classroom: An examination of learners’ L2 self. Thinking Skills and Creativity, 42, 1-26.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341.
Mulcare, D. M., & Shwedel, A. (2017). Transforming Bloom’s taxonomy into classroom practice: A practical yet comprehensive approach to promote critical reading and student participation. Journal of Political Science Education, 13(2), 121–137.
Mulumba, M. B. (2016). Improving student teachers’ knowledge-base in language education through critical reading. Pedagogy, Culture & Society, 24(4), 571–586.
Mulyati, T.-, & Rohman, Z. (2022). Needs Analysis of Banyuwangi Local Wisdoms Based Reading Materials for Junior High School. ELTICS: Journal of English Language Teaching and English Linguistics, 7(2), 145–154.
Mutekwe, E. (2014). Improving Learning Equity through a Social Constructivist Approach to Teaching and Learning: Insights from the Vygotskian Socio-Cultural Approach. Mediterranean Journal of Social Sciences, 5(27), 1093-1099.
Natoli, R., Wei, Z., & Jackling, B. (2020). Teaching IFRS: Evidence from course experience and approaches to learning in China. Accounting Research Journal, 33(1), 234–251.
Olifant, T., Cekiso, M., Boakye, N., & Madikiza, N. (2021). Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction. Journal for Language Teaching, 54(2), 71–93.
Philpot, R., & Smith, W. (2018). Making a different difference: Physical education teacher education students’ reading of critical PETE program. Curriculum Studies in Health and Physical Education, 9(1), 7–21.
Philpot, R., Smith, W., & Tinning, R. (2021). Kicking at the habitus: Students’ reading of critical pedagogy in PETE. Sport, Education and Society, 26(5), 445–458.
Pira, F., & Lisiecka, A. (2022). Socio-Cultural Animation and Media Education in the Face of Digital Information Misuse. Lubelski Rocznik Pedagogiczny, 41(3), 19–33.
Pratama, A., Putri, R. R., & Fitrah, Y. (2024). Students’ Critical Thinking on Reading Comprehension Based on Contextual Reading Material: An Experimental Study. SALEE: Study of Applied Linguistics and English Education, 5(1), 258–270.
Pratama, A., & Sumardi, M. S. (2022). Contextual Teaching and Learning Using Local Content Material on Students’ Reading Comprehension at a Junior High School in Indonesia. SALEE: Study of Applied Linguistics and English Education, 3(2), 184–194.
Psyridou, M., Ruotsalainen, J., Manu, M., Balch-Crystal, E., Ulvinen, E., Salminen, J., Paakkari, L., Lounassalo, I., & Torppa, M. (2024). Family factors and critical reading skills: A systematic review. PsyArXiv.
Quanqin, Y., & Cheong, L. K. (2023). Teacher questioning on students’ critical thinking ability in high school English reading. International Journal of Education & Technology, 1(4), 42–50.
Ratanaruamkarn, S., Piyanukool, S., & Nuemaihom, A. (2023). Trends in Teaching Critical Reading in the Thai Context. Theory and Practice in Language Studies, 13(2), 424–431.
Ratminingsih, N. M., Budasi, I. G., & Kurnia, W. D. A. (2020). Local Culture-based Storybook and Its Effect on Reading Competence. International Journal of Instruction, 13(2), 253–268.
Rohmah, R. M., & Imaniar, F. (2023). Investigating External Causes for Lack of Reading Motivation among Private High School Students. Journal of Multidisciplinary Science: Mikailalsys, 1(3), 341–348.
Safi’i, I., Tarmini, W., & Wahdini, L. (2021). Critical thinking in evaluation instruments at BSE Indonesian language. KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, 7(2), 232–240.
Sari, D. M. M., & Prasetyo, Y. (2021). Project-based-learning on critical reading course to enhance critical thinking skills. Studies in English Language and Education, 8(2), 442–456.
Setiawan, A., Hang, N. T. T., Fauzan, F., & Derana, G. T. (2023). Critical reading research and its implications for critical reading skills for Indonesian language teachers: A systematic literature review. Bahastra, 43(2), 152–182.
Setiyanika, N., Sri Ngabekti, S., & Parmin, P. (2023). Development of Local Potential-Based Ecosystem Modules in Grobogan Regency to Improve Students’ Critical Thinking Ability. Journal of Innovative Science Education, 12(2), 254–261.
Shokrpour, N., Sadeghi, A., & Seddigh, F. (2013). The Effect of Summary Writing as a Critical Reading Strategy on Reading Comprehension of Iranian EFL Learners. Journal of Studies in Education, 3(2), 127–138.
Sultan, Rofiuddin, A., Nurhadi, & Priyatni, E. T. (2017). The development of a critical reading learning model to promote university students’ critical awareness. The New Educational Review, 48(3), 76–86.
Thomas, K., & Choi, M. (2019). Using Multiple Texts to Teach Critical Reading Skills to Linguistically Diverse Students. Indonesian EFL Journal, 5(1), 143–158.
Tompo, D. S., Sahraini, S., & Thayyib, M. (2023). Enhancing Junior High School Literacy: Incorporating Luwu Cultural Heritage into Reading Materials. VELES (Voices of English Language Education Society), 7(3), 497–509.
Tonks, S. (2019). Confirmation of the Factor Structure of an Autonomous Reading Motivation Measure for Middle School Students. Proceedings of the 2019 AERA Annual Meeting, 1–13.
Utami, E., & Rakhmanina, L. (2021). Developing Reading Materials Based on Local Wisdom: 161–164.
Utomo, A. P. Y., Andayani, A., & Anindyarini, A. (2023). Critical Reading of Cultural Texts: A Bibliometric Content Analysis. ISVS E-Journal, 10(9), 31–49.
Varaporn, S., & Sitthitikul, P. (2019). Effects of multimodal tasks on students’ critical reading ability and perceptions. Reading in a Foreign Language, 31(1), 81–108.
Wang, C., & Gierl, M. J. (2011). Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees’ Cognitive Skills in Critical Reading: Using the AHM in Reading. Journal of Educational Measurement, 48(2), 165–187.
Wilson, K. (2016). Critical reading, critical thinking: Delicate scaffolding in English for Academic Purposes (EAP). Thinking Skills and Creativity, 22, 256–265.
Wulandari, D., Sundari, W., & Ellysafny, C. A. P. (2020). Integrating Local Wisdom into ELT Materials for Secondary School Students in Semarang. Parole: Journal of Linguistics and Education, 10(1), 14–21.
Yakin, W. F., & Madi, F. N. B. (2024). School Policy and Teacher Competency to Prepare Literacy Teaching Materials for Early Children Based on Local Stories. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 5(2), 173–184.
Yang, Y., Dibyamandala, J., & Mangkhang, C. (2022). The Effects of Mobile Blended Active Language Learning on the English Critical Reading Skills of High School Students in Thailand. Journal of Curriculum and Teaching, 11(5), 1–14.
Yousef, H., Karimi, L., & Janfeshan, K. (2014). The Relationship between Cultural Background and Reading Comprehension. Theory and Practice in Language Studies, 4(4), 707–714.
Yulian, R. (2021). The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education. Studies in English Language and Education, 8(2), 508–522.
Zahran, F. A. (2020). Internalization Perspective: Incorporating Intercultural Awareness in Language Teaching. International Journal of Social Sciences Perspectives, 6(2), 68–77.
Zin, Z. M., Wong, B. E., & Rafik-Galea, S. (2014). Critical reading ability and its relation to L2 proficiency of Malaysian ESL learners. 3L, Language, Linguistics, Literature, 20(2), 43–54.
