Even though critical thinking has been included in education system in Indonesia, it is unlikely to be widely implemented in teaching-learning processes in all levels of education in this country. Indonesian ELT (English Language Teaching) can actually play a role in promoting critical thinking in education. However, the development of ELT in this country since colonial to present era does not seem to facilitate students' critical thinking skill. This article presents historical perspective with regard to ELT and critical thinking. The first part reviews the history of Indonesian education which did not promote critical thinking, followed by the historical development of Indonesian ELT. The third part discusses socio-political condition which could be partly solved by promoting critical thinking in education and society. The final part suggests incorporation of critical thinking into English textbooks as ELT can also be used as a vehicle for teaching critical thinking. Keywords: historical perspective, critical thinking, Indonesian education, ELT textbooksMeskipun berpikir kritis telah dimasukan ke dalam tujuan pendidikan di Indonesia, berpikir kritis sepertinya belum diterapkan secara luas dalam proses pembelajaran di seluruh tingkat pendidikan di negeri ini. Pendidikan bahasa Inggris (ELT) sebenarnya dapat memainkan peran penting dalam mempromosikan berpikir kritis. Namun perkembangan ELT di negeri ini sejak zaman penjajahan hingga saat ini belum mendorong siswa untuk berpikir kritis. Artikel ini menyajikan perspektif sejarah tentang ELT dan berpikir kritis. Bagian pertama membahas sejarah pendidikan di Indonesia yang tidak mempromosikan berpikir kritis, diikuti oleh sejarah perkembangan ELT di Indonesia. Bagian ketiga membahas kondisi sosial-politik yang kemungkinan dapat diselesaikan dengan mempromosikan berpikir kritis di pendidikan. Bagian

Even though some authors argue that critical thinking (CT) is almost impossible to be taught to students in non-Western countries since Western and non-Western countries have different cultural background, several studies on CT conducted in Asia, Africa and predominantly Muslim countries have showed that it can be taught to non-Western students. CT has actually been fashionable in non-Western countries, and several non-Western countries have nowadays included it in their educational agenda. In spite of CT’s gaining popularity in non-Western countries, there is very little information as regards what kind of CT which is adopted in those non-Western countries’ education and what CT framework which can work in their teaching-learning processes, especially in the field of ELT. This article attempts to propose a critical thinking framework that can be used in ELT as well as other school subjects. The framework is the result of critically analyzing, examining and synthesizing 20 critical thinking taxonomies, strategies, programs and tests.

Factual Text Genre: Analysis of the Ability of High School Teachers in Developing Learning Tools. Objective: This study aims to describe the ability of Indonesian language teachers in Banten Provision in designing factual text genre. Method: The method was content analysis. The research sample was taken purposively through the XII grade. Indonesian Language Lesson Plan Module compiled. Data collection and analysis were done by measuring the relevance of data categorization in terms of genre pedagogical, genre scientific, and the completeness of the evaluation instrument. Findings: The average ability of teachers in describing learning with genre pedagogical approach was 67%; the ability of teachers in describing genre scientific methods was 83%; the ability of teachers in making assessment instruments based on the genre of text was 50%. Conclusion: Teachers' competence in designing textual genre-based learning was not optimal. The results of this study can be utilized as an assessment of the effectiveness of the implementation of Indonesian language learningbased on the text genre. Abstrak: Genre Teks Faktual: Analisis atas Kemampuan Guru SMA di Provinsi Banten dalam Penyusunan Rencana Pelaksanaan Pembelajaran. Tujuan: Penelitian ini bertujuan untuk mendeskripsikan kemampuan para guru bahasa Indonesia di Provinsi Banten dalam mendesain pembelajaran genre teks factual. Metode: Metode penelitian yang digunakan adalah analisis isi. Sampel penelitian diambil secara purposive melalui Modul Rencana Pelaksanaan Pembelajaran Bahasa Indonesia Kelas XII. Analisis data dilakukan dengan cara mengukur relevansi kategorisasi data dari segi pedagogi genre, saintifik genre, dan kelengkapan instrumen evaluasi. Temuan: Rata-rata kemampuan guru dalam mendeskripsikan pembelajaran dengan pendekatan pedagogi genre sebesar 67%, kemampuan guru dalam memaparkan metode saintifik genre sebesar 83%, dan kemampuan guru dalam membuat instrumen penilaian berbasis genre teks factual sebesar 50%. Kesimpulan: Kompetensi guru dalam merancang pembelajaran berbasis genre teks belum optimal. Hasil penelitian ini dapat dimanfaatkan sebagai penilaian efektivitas implementasi pembelajaran Bahasa Indonesia berbasis genre teks.

This research aims to determine the ability of journal entries and assigned writing to foster students' critical thinking. A total of six components, namely, interpretation, analysis, evaluation, inference, explanation, and self-regulation, were used to carry out this study. Data were obtained from a total of twelve ( 12) students majoring in English Education from one of the universities in Jakarta by using semi-structured interview and text-analysis. Journal entries submitted by the students as a course prerequisite were evaluated and analyzed by two raters. The result showed that many students lack important critical thinking skills required for a successful study, and to acquire good employment after graduating from college. In addition, the use of journal entries and assigned writing has the ability to promote the critical thinking level to varying degrees.