Pendampingan Membaca Kritis Berbasis Analisis Linguistik dalam Menghadapi Informasi Digitalisasi pada Pembelajaran Bahasa Inggris di MTS Nurul Huda

Le résumé fourni par la source

Field interview findings indicated that most students experienced difficulties identifying main ideas, distinguishing facts from opinions, assessing the credibility of information sources, and drawing conclusions based on texts. The learning process was predominantly focused on understanding literal meaning, so students’ critical thinking skills in responding to digital information had not developed optimally. Learning materials consisted of digital texts in English, including news articles, online media information, and educational content relevant to students’ daily lives. During implementation, the mentoring process employed a scaffolding strategy. The team provided examples of analyzing digital texts through shared reading activities, identifying main ideas and information, determining authors’ purposes, and evaluating information accuracy based on sources. After students understood these steps, learning support was gradually reduced through group discussions, worksheets, and guiding questions to encourage analytical skills. The implementation demonstrated that the Participatory Action Learning (PAL) approach, combined with a constructivist approach, scaffolding, and mentoring, effectively improved the quality of critical reading instruction for English digital texts. The activity also strengthened teachers’ pedagogical and subject-matter competencies in active, collaborative, and student-centered learning, supporting sustainable efforts to strengthen digital literacy and English language learning in schools.

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