Critical thinking implementation in an English education course: Why is it so challenging?

Abstract

Critical thinking has been acknowledged essential in education field but there have been debates on unclear instruction in implementing critical thinking skill in the classroom. Due to the urgency on the needs of critical thinking skill cultivation, this research aims to investigate the implementation of critical thinking skill instructional strategies in Critical Reading and Writing I and the students� perception towards their critical thinking skill in CRW I. In order to attain the data, the researchers employed mixed-method. Observation sheet, interview guidelines, close-ended and open-ended questionnaires were utilized. The data of the close-ended questionnaire set in the Likert Scale distributed to 17 students was analyzed by measuring the central tendency or the mean and it indicates that the value of the students� perceived critical thinking skills is 3.89 (middle to high) in which the highest 4.18 is on interpretation skill and the lowest 3.71 is analysis skill. Meanwhile, for the open-ended questionnaire, the data was analyzed utilizing coding procedure. Further, in analyzing the data of the interview, the researchers recorded the data into transcripts and analyzed them utilizing selective coding and it reveals that the instructional strategies used are explicit instruction, teacher questioning and active and cooperative learning.

The Influence Of The Project Based Learning Model In Increasing Independent Learning And Critical Thinking Ability Of Students In Class V At Jembrana

“…Critical thinking ability is not considered as the ability to find and possess information, but rather an individual's ability to analyze and use information to solve problems (Gerber and Scott, 2011). The Indonesian government has required critical thinking as an important skill for students that is emphasized from basic education to higher education (Pravita & Kuswandono, 2021). This approach offers an innovative and effective way to shape students into independent learners and resilient critical thinkers, ready to face the challenges of the future.…”

The Integration of Technology in English Language Teaching to Stimulate Students’ Critical Thinking

“…Students are necessary to be introduced to the activities that offer them 21 st century skills, which cover; creativity, collaboration, critical thinking, problem-solving, communication, and innovation for preparing them as the most competent individuals in work industry (Trilling & Fadel, 2009 as cited in Suwastini et al, 2019). The Indonesian government demands critical thinking as an essential skills for students needs to be emphasized at primary until higher education as what has been stated in 2013 published by Indonesian Ministry of Education and Culture (Pravita & Kuswandono, 2021).…”

“…Suratno and Aydawati (2017) figure out that the low critical thinking skills are still found in many parts of Indonesia, and previously, most of Asian students particularly in Hongkong have a negative attitude towards critical thinking skills (Chiu, 2009). Puadi in Ilyas (2016) states that people are aware towards the role of critical thinking but it has been a debate in society where there is still a lack of clear instruction of critical thinking implemented in the classrooms, for instance; in language classrooms, where there is no barrier that can stimulate students' critical thinking due to the minus of method, strategy, or media that practically stimulate students' critical thinking (Pravita & Kuswandono, 2021;Suratno & Aydawati, 2017).…”

Assessing the Critical Thinking and Deep Analysis in Medical Education Among Instructional Practices

“… 24 The peer review process serves as a way for students to actively share ideas and information, collaborate on how to improve the work that is performed, and better evaluate their own work. 25 …”

“…Students need to receive instruction in which they are asked to examine information and use knowledge from various sources to create solutions to problems that they required to justify. 25 While this may initially require additional work on the part of higher education faculty and be a change for those who are accustomed to traditional lecture instruction, it is what is needed if students are going to learn to engage in critical thinking and deep analysis.…”