Summary Writing as Critical Reading Strategy

Critical reading is one of critical pedagogical approach. Critical approach need a higher order thinking skill. Critical reading is not only a approach that can get the value of reading, but it is also a tools for language acquisition. Reading is the most concerned skill in EFL learning, cause it is a complex activity which combine some sub-skills. The aim of teaching reading is to make the students be able reading critically, evaluate writer's argument and relate it to the other text or the student's background knowledge. By the aim of teaching reading, teachers hope that student's reading comprehension is enhanced. In the article entitled The Effect of Summary Writing as a Critical Reading Strategy on Reading Comprehension of Iranian EFL Learners, the writer believe summary writing as tools for critical reading strategy is an effective way to improve student's reading comprehension. According to the article, student should not just accept the given text but also demanded to make their own interpretation, synthesize new idea based on their background knowledge and express their opinion about the text (agree or disagree). The purpose of summary writing is to make the student discover that multiple interpretation is acceptable because writing is  never totally objective, they will find writer's bias. Summary writing as the the strategy of critical reading gives another benefit in the term of time because the teacher can teach both of skills (reading and writing) in the same time.

Implication :

Critical reading seen as interesting approach to be applied in the future class. Summary writing is also good to improve student's reading comprehension. In the fact, reading and writing are two skills that cannot be separated. Using that strategy would make effectiveness whether in term of time or pedagogic for the teacher to teach EFL.

Source :

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.