Using Critical Reading in learning is as important as drinking water whenever you feel thirst. Using critical reading is the main focus of this paper and its aim is to check whether English Department’s students use critical reading as well as their teachers. This paper tested 40 respondents of English Department’s students and teachers of Faculty of Education (14 males – 26 females), the data of the questionnaires had been analysed by Microsoft Excel while the data of the interviews had been analysed by interpretation. The study found diversity in participants’ answers – between males and females and among selections themselves.
Table of Contents
Acknowledgements
Abstract
The Problem and Its Background
Statement of the problem
Hypotheses
Significance of the Study
Scope and Delimitation
Review of Related Literature
Critical Reading Definition
Critical Reading Strategies
Critical Reading Elements
Related studies
Method
Research design
Participants and Setting
Research Instrument
Procedure
Results and Discussion
Tasks as Class-Activities or Assignments
The Nature of Examination's Questions
Conclusion
Recommendations
References
Appendices
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