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Abstract
This article presents my reflections on the implementation of one-week-one-article program. Fifty-three students participated in this program. Every week they presented the article they had read. I found that the majority of students actively participated in this program, showing seriousness in understanding the content of the article, the pronunciation of difficult words, and the flow of the presentation. This program at least promoted three aspects: students' motivation, cooperative learning, and their critical thinking. Even though this program was conducted for university students, it is likely to be working with students of junior and senior secondary school with some modification.
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References
- Cai, S. & Zhu, W. (2012). The impact of an online learning community project on university Chinese as a foreign language students' motivation. Foreign Language Annals, 45(3), 307-329.
- Chen, J. F., Warden, C. A., & Chang, H. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633.
- Day, R. R. (2003). Extensive reading and the EFL Curriculum. Cambridge: Cambridge University Press.
- DeWaelsche, S. A. (2015). Critical thinking, questioning and student engagement in Korean university English courses. Linguistics and Education, 32, 131-147.
- Hashemi, M. R. & Ghanizadeh, (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context, System, 40(1), 37-47.
- Ilyas, H. P. (2016a). Retaining literature in the Indonesian ELT curriculum. Studies in English Language and Education, 3(1), 1-12.
- Ilyas, H. P. (2016b). Infusing critical thinking into English coursebooks. Journal of ELT Research, 1(1), 113-134.
- Jalilifar, A. (2010). The effect of cooperative learning techniques on college students' reading comprehension. System, 38(1), 96-108.
- Kamgar, N. & Jadidi, E. (2016). Exploring the relationship of Iranian EFL learners' critical thinking and self-regulation with their reading comprehension ability. Procedia - Social and Behavioral Sciences, 232, 776-783.
- Papi, M. & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning: A Journal of Research in Language Studies, 62(2), 571-594.
- Seileek, A. F. A. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners' achievement in communication skills. Computers & Education, 58(1), 231-239.
- Shaaban, K. (2007). An initial study of the effects of cooperative learning on reading comprehension, vocabulary acquisition, and motivation to read. Reading Psychology, 27(5), 377-403.
References
Cai, S. & Zhu, W. (2012). The impact of an online learning community project on university Chinese as a foreign language students' motivation. Foreign Language Annals, 45(3), 307-329.
Chen, J. F., Warden, C. A., & Chang, H. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633.
Day, R. R. (2003). Extensive reading and the EFL Curriculum. Cambridge: Cambridge University Press.
DeWaelsche, S. A. (2015). Critical thinking, questioning and student engagement in Korean university English courses. Linguistics and Education, 32, 131-147.
Hashemi, M. R. & Ghanizadeh, (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context, System, 40(1), 37-47.
Ilyas, H. P. (2016a). Retaining literature in the Indonesian ELT curriculum. Studies in English Language and Education, 3(1), 1-12.
Ilyas, H. P. (2016b). Infusing critical thinking into English coursebooks. Journal of ELT Research, 1(1), 113-134.
Jalilifar, A. (2010). The effect of cooperative learning techniques on college students' reading comprehension. System, 38(1), 96-108.
Kamgar, N. & Jadidi, E. (2016). Exploring the relationship of Iranian EFL learners' critical thinking and self-regulation with their reading comprehension ability. Procedia - Social and Behavioral Sciences, 232, 776-783.
Papi, M. & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning: A Journal of Research in Language Studies, 62(2), 571-594.
Seileek, A. F. A. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners' achievement in communication skills. Computers & Education, 58(1), 231-239.
Shaaban, K. (2007). An initial study of the effects of cooperative learning on reading comprehension, vocabulary acquisition, and motivation to read. Reading Psychology, 27(5), 377-403.