%0 Thesis
%9 S3
%A Rachmawati, Umi
%A Madya, Suwarsih
%B Ilmu Pendidikan Bahasa
%D 2019
%F UNY:66049
%I Program Pascasarjana
%K reflective teaching, transformative teaching, CALL, CARTRI
%T Developing Computer-Assisted Reflective Transformative Reading Instructional Model for The Students of Senior High Schools.
%U http://eprints.uny.ac.id/66049/
%X This study is aimed at revealing: (1) the reading needs through a transformative reflective approach for high school students; (2) the teaching reading model with a reflective and transformative approaches; (3) the type of English language learning assisted by information and communication technology and reflective transformative approach; and (4) the principles underlying the learning process seen from the aspects of input, process and output.  The research and development was carried out to reveal the research questions. The procedure of this research was adapted from R & D through the process of analyzing, planning, developing, and validating. The validating process was done through classroom action research. This research was conducted in Magelang from August 2017 to May 2018. The research data were collected using questionnaires, interviews, observations, and tests. Data were analyzed both qualitatively and quantitatively.  There are seven findings in this study. First, in general, the reading needs of high school students are reading material that can support their needs in the process of study, career, and social life. Second, in the context of reflective transformative approach and Computer-assisted reading, the learning developed model is the Computer-Assisted Reflective Transformative Reading Instructional (CARTRI) model consisting of six main steps namely Previewing, Bridging, Comprehending, Re-Constructing Meaning, Reflecting, and Transforming. Third, the learning process of reading with computer- assisted is done by following the principles of Computer-Assisted Language Learning. Fourth, the variables that must be met in the application of the CARTRI model include inputs (teachers, students, and teaching materials), processes (methods), and outputs (achievement of academic values and non-academic behavior). Fifth, the teacher has a role as a facilitator in the learning process and learning designer including learning objectives, learning activities, and learning media. Sixth, the learning process relates to teaching methods tailored to meet the needs and desires of students in learning through a constructive approach. Seventh, the output produced from the application of the CARTRI model was analyzed in terms of the critical reading skills which has increased from the average value of 5.51 to 7 .02 and behavior changes during the learning process in accordance with their transformation.