The purpose of the E-module for critical reading is to offer undergraduate students a platform for learning critical reading courses within the context of English Language Teaching (ELT) in higher education. This platform includes various features such as a teacher's guide, student's guide, tasks, materials, assessments, a vocabulary log, and notes. It combines task-based language teaching with technology to design the platform. Key terms are defined to help readers understand the concept of technology-mediated task-based language teaching (TMTBLT).
Kardi Nurhadi is a faculty member at the Faculty of Teacher Training and Education, Wiralodra University, Indonesia. His research interest is in the areas of English language teaching, especially in teaching reading skills. Currently, he is a Ph.D. student of English Language Education, Faculty of Letters Universitas Negeri Malang, Indonesia. He has published a number of articles in some reputable journals such as Journal Applied Research in Higher Education (JARHE), Qualitative Research Journal, MEXTESOL Journal, The Qualitative Report and many others.
Utami Widiati is Professor at the Department of English, Faculty of Letters, Universitas Negeri Malang (UM), Indonesia. She has researched and published extensively in the areas of TEFL, curriculum and material development, SLA and teacher professional development. She is a pre-service and inservice teacher trainer and has written secondary school English textbooks prescribed by the Indonesian government. Currently, she is the chief editor of TEFLIN Journal, and the TEFLIN President, The Association for the Teaching of English as a Foreign Language in Indonesia.
Nunung Suryati is Professor in English Language Teaching and the Head of the ELT research group of The Department of English, Universitas Negeri Malang. Nunung has been teaching for more than 20 years. She has taught basic skill courses and content courses such as Curriculum of English Instruction, Coursebook Evaluation, Material Development and TEFL to undergraduate and graduate ELT students. She has been involved in teaching and monitoring the Teacher Certification Program for many years. Her current research interest includes lesson study, literacy pedagogy, course book evaluation. Her publication topics include classroom interaction, oral corrective feedback, lesson study and teacher education.
Siti Muniroh (Iroh) is a lecturer at English Department, Universitas Negeri Malang (UM), Indonesia, with research interests in language teacher cognition, critical thinking, sociocultural theory, curriculum, and pedagogy. Iroh has been teaching at UM since 2008 for the subjects of English language skills especially listening and reading, and content courses such as Instructional Media and Activities in Language Teaching (IMALTs) and research methodology. She earned her Ph.D. in TESOL from Monash University Australia in 2020, sponsored by LPDP Scholarship. In 2006-2007, she was awarded Australia Partnership Scholarship for taking a master\'s degree in Applied Linguistics from the University of Queensland (UQ) and she received the UQ Faculty of Arts Dean commendation twice for her distinguished achievements.
This e-module provides various types of reading assignments with topics that can stimulate students in critical thinking. Each assignment is given easy-to-understand instructions and steps to complete the tasks.
Lecturer
I have had the privilege of experiencing firsthand the exceptional e-module crafted by Mr. Kardi. This innovative learning tool offers a diverse array of reading assignments spanning across a wide range of captivating topics.
It's a privilege to know, apply, and work with e-module, it's a true game changer in our classroom. Materials, assessments, and notes that you can access everywhere make the learning process so much easier.
I found it very helpful. It made the material easy to understand and the e-module made learning fun. Studying at my own pace was convenient. I recommend this e-module to everyone.
The academic reading e-module was fantastic! It really helped me understand how to analyze texts more deeply. The lessons were clear and easy to follow. Thank you, Sir.
A workplan that requires the learner to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct and appropriate propositional content has been conveyed (Ellis, 2003).
A task has a goal which requires processing input, creating output and interacting with others to meet it (Van den Branden’s, 2006).
It is a new way of conceptualizing and operationalizing the merger between technology and TBLT (González-Lloret and Ortega 2014). There are six key principles of TMTBLT including (1) focus on meaning; (2) a clear communicative goal and outcomes of the tasks; (3) learners wants and needs; (4) the relevant and authentic of tasks and (5) reflection to engage learners in intellectual knowledge and personal growth (6) learners collaboration and interaction (González-Lloret, 2020).
An E-module refers to an electronic or online learning module. These digital educational resources are designed to deliver instructional content through electronic means, such as online courses, interactive presentations, or multimedia materials. This E-module includes tasks, materials, assessments, a vocabulary log, and notes, allowing students to access and learn in flexible situations.
In our increasingly interconnected and technologically advanced world, the amount of knowledge has grown, but so has the prevalence of fake news. In such an environment, it's essential for young people to develop the ability to evaluate credible evidence and discern what to believe and what to disregard (Siemens, 2004). Van et.al (2022) argue that today's students need more than just access to information; they need the skills to navigate the vast amounts of data available through social media platforms like Google, Twitter, Facebook, blogs, and instant messaging. Therefore, critical thinking and reading skills have become vital for adolescents, as these abilities help them determine the accuracy and completeness of the information they encounter (Bråten and Braasch, 2017).
The process of examining and evaluating the validity of the arguments included in reading passages. The text’s underlying meanings are entwined with its surface, which may attempt to convince the reader through the use of discriminatory viewpoints, an unbalanced presentation of evidence, or the deliberate inclusion of factual inaccuracies. Critical readers are those who conduct such in-depth analyses of texts (Walz, 2001)
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Great work