Brainstorming as an Effective Learning Strategy to Promote Students' Critical Thinking Skills. Objectives: This study investigates the brainstorming strategy employed by teachers in the classroom to enhance students' critical thinking skills. Methods: This study employed a qualitative research approach conducted in a senior high school consisting of 30 teachers and 4 teachers were selected as the research participants. The data were collected by conducting semi-structured interviews and classroom observations. The data were analyzed descriptively to establish valid and reliable findings. Findings: This study found that teachers intensively used the brainstorming method in enhancing students' critical thinking skills by asking various challenging questions to arouse students' critical skills. Conclusions: the Findings of this study revealed the importance of conducting brainstorming strategies during the learning activities. Moreover, this study implies teachers should utilize the brainstorming method more intensively to develop students' critical thinking skills.
COVID-19 outbreak has changed the education system worldwide including in Indonesia. Face-to-face learning must be transformed into online learning. This might not be difficult for those who were familiar with technology, but it became a big problem for those who were very poor in technology. Many things have been done by educators to overcome the problems they experienced during the pandemic because the distance between students and teachers in carrying out learning activities could not achieve optimal learning objectives. This study was conducted to design an effective learning model for both online and offline learning to improve students’ critical and creative thinking skills by integrating the phases of learning which include Communicating, Inquiring, Networking, Teaching, and Applying (CINTA). This CINTA learning model was developed to enable teachers to coordinate and network during the learning activities. The results showed that the CINTA learning model could develop students' critical and creative thinking skills in the learning process. This model provides students with the opportunity to be creative in learning and to develop their critical thinking skills. Furthermore, this study implies that educators should consider implementing this learning model in the classroom to improve students’ critical thinking skills.
This study was intended to figure out the effectiveness of Numbered Heads Together in improving speaking skill of the seventh grade students of SMP PGRI 4 Denpasar. This study was conducted in class VII B which consisted of 16 students: 12 males and 4 females. This study was conducted by the fact that the subjects still faced problem in speaking skill especially in vocabulary, pronunciation, and grammar. Based on the result of the pre-test which was carried out in the pre-cycle, among 16 subjects who did the pre-test, there was none of the subjects passed the minimum score. The present study was then carried out by implementing Numbered Heads Together in successive two cycles where each cycle consisted of two sessions. The results of post-tests score for cycle I was 2.67 while in cycle II was 3.18. The results of post-test in each cycle showed that there was a significant progressing achievement of the subjects' speaking skill. In addition, the data analysis of questionnaire score showed the comparative percentages figures of 55.78% for option A, 42.40% for option B, 1.80% for option C and 0% of option D. The result of the questionnaire above clearly showed that the students' learning behavior and motivation have been improved significantly when Numbered Heads Together was implemented in teaching speaking. In conclusion, the present classroom action study proved that Numbered Heads Together was effective to improve the seventh grade students' of SMP PGRI 4 Denpasar ability in speaking skill; in addition, the subjects also responded positively to the implementation of Numbered Heads Together. ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh Numbered Head Together dalam meningkatkan kemampuan berbicara siswa kelas tujuh SMP PGRI 4 Denpasar. Penelitian ini dilaksanakan di kelas VIIB yang terdiri dari 16 siswa, 12 laki-laki dan 4 perempuan. Dilaksanakannya penelitian ini berangkat dari fakta bahwa siswa mengalami permasalahan dalam berbicara bahasa Inggris khususnya dalam hal kosa kata, pengucapan, dan tata bahasa. Berdasarkan hasil pre-test yang dilaksanakan saat siklus awal, dari 16 siswa tidak ada satu pun yang berhasil melewati skor minimum. Penelitian ini kemudian dilakukan dengan menerapkan tehnik Numbered Head Together dalam dua siklus dimana masing-masing siklus terdiri dari dua sesi. Hasil dari nilai post-test untuk siklus 1 adalah 2.67 dan pada siklus dua menjadi 3.18. Hasil
Writing is a complex process in which the process of putting the ideas and organizing the grammatical sentences into written statements as a means of communication. The study dealt with analyzing text writing acquisition by preservice teachers in Bali. The samples were 60 pre-service teachers who are currently taking teachers training in the English language education study program. The participants were determined using a random sampling method with a lottery system. The data were collected by administering an essay text writing instrument. The obtained data were analyzed by using a norm-referenced measure of five standard values showed that 0.00% of the samples got excellent achievement of recount text writing ability; 41.67% of the samples got good achievement; 30.00% of the samples got sufficient achievement; 18.33% of the samples got the insufficient achievement, and 10.00% of the samples got the poor achievement. This indicated that 71.67% of the samples who were categorized successfully in text writing and the other 28.33% samples were categorized unsuccessful as they were below the sufficient achievement. This finding implies that further serious training in text writing should be undertaken by pre-service teachers.
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