Assessing University Students’ Critical Thinking Skill by Using the TOEFL ITP Reading Test

Silalahi, Rentauli Mariah

doi:10.21512/lc.v11i2.1518

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…It can help teachers to know their students' English proficiency and CT skill level as both are interconnected. Teachers should provide a test to assess both students' English competence and CT at the same time (Silalahi, 2017). In any way, the English test is not only required to be like a pure logical test involving a profound understanding of calculations and mathematical formulas, but also the test must be based on their English competence that assesses the students' CT.…”

Section: Introductionmentioning

confidence: 99%

“…It is due to the core of students is to enact creatively and critically in positive ways. Nevertheless, this purpose is not achieved well in most language schools in Indonesia including at the university level (Silalahi, 2017). Therefore, this study attempts to investigate (1) the EFL teachers' perspective on assessing their critical thinking (CT) at university level, (2) what strategies that the teachers use to assess their students' CT, and how those strategies are implemented.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the English as a Foreign Language (Efl) University Students’ Critical Thinking

Andania

2021

EHDJ

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Assessment in critical thinking (CT) is essential to be implemented particularly in the English Language Teaching (ELT) classrooms; it can help teachers recognize their students’ English proficiency as well as CT skill level since both of them are interconnected. However, this assessment of CT is not well achieved in most language schools in Indonesia including at the university level since CT is not an independent subject, it is only linked to the main subjects existing in Indonesian curriculum. Therefore, this current study tries to investigate (1) teachers’ perspective on assessing their students’ CT (2) strategies that the teachers use to assess their students’ CT, and how those strategies are implemented. In depth interviews were conducted with two lectures of the English education Department. The findings show that (RQ1) the teachers realize that it is very important to assess students’ CT during teaching-learning process mainly in ELT context even tough CT is not aimed as the main objectives of the course, (RQ 2) teachers use questions and answers, instructions and directions, group discussion and pair assessment strategies to assess their students’ CT through giving questions and instructions to gain their students’ ideas which are implemented in the beginning, main, and closing activities relating to the topic discussed. In addition, they also conduct group discussion to help students actively involved in sharing their ideas, peer assessment is also utilised. In this case, teachers use their own creativity to assess their students’ CT. They relate the assessments given to assess students’ CT based on the goal and objectives of the course, and what should be achieved in that course. From this study, language teachers are suggested to encourage university students by creating classroom activities that lead to developing students' critical thinking based on the goal or objectives of the course, and what should be achieved in that course. In addition, further research is expected to expand this scope by involving more participants in a variety of contexts and fields to achieve more insightful knowledge and experience. Keywords—Critical Thinking, Assessment, Assessment of Critical Thinking Abstrak: Penilaian berpikir kritis sangat penting untuk diterapkan khususnya di kelas pembelajaran Bahasa Inggris, hal tersebut diklaim dapat membantu guru mengenali kemampuan Bahasa Inggris siswa dan keterampilan berfikir kritis karena keduanya saling berhubungan. Namun, penilaian berfikir kritis ini tidak tercapai dengan baik di sebagian besar sekolah bahasa di Indonesia termasuk di tingkat universitas karena keterampilan berfikir kritis bukanlah mata kuliah yang berdiri sendiri, melainkan terkait dengan mata kuliah utama yang ada dalam kurikulum di Indonesia. Penelitian ini mencoba untuk menyelidiki (1) perspektif dosen dalam menilai kemampuan berfikir kritis mahasiswanya (2) strategi yang digunakan dosen untuk menilai kemampuan berfikir kritis mahasiswa, dan bagaimana strategi tersebut diterapkan. Wawancara secara mendalam dilakukan dengan dua orang dosen dari jurusan Pendidikan Bahasa Inggris di Indonesia. Temuan menunjukkan bahwa (RQ1) para dosen menyadari betapa pentingnya untuk menilai kemampuan berfikir kritis mahasiswa selama proses belajar-mengajar terutama dalam konteks pembelajaran Bahasa Inggris, (RQ 2) dosen menggunakan strategi pertanyaan dan jawaban, instruksi dan arahan, diskusi kelompok dan penilaian berpasangan untuk menilai kemampuan berfikir kritis mahasiswa mereka. Melalui pemberian pertanyaan dan instruksi untuk mendapatkan gagasan mahasiswa yang diimplementasikan dalam kegiatan awal, utama, dan penutup berkaitan dengan topik yang dibahas. Selain itu, dosen juga menerapkan diskusi kelompok untuk membantu mahasiswa terlibat aktif dalam berbagi ide atau gagasan, dan penilaian rekan juga digunakan. Dalam hal ini, dosen menciptakan ide kreatif mereka sendiri untuk menilai kemampuan berfikir kritis mahasiswanya. Mereka menghubungkan penilaian yang diberikan untuk menilai kemampuan berfikir kritis mahasiswa berdasarkan tujuan pembelajaran, dan apa yang harus dicapai dalam mata kuliah tersebut. Dari penelitian ini, para pengajar Bahasa Inggris disarankan untuk menciptakan kegiatan kelas yang mengarah pada pengembangan kemampuan berfikir kritis mahasiswa berdasarkan pada tujuan pembelajaran, dan apa yang harus dicapai pada mata kuliah tersebut. Selain itu, para peneliti dimasa mendatang diharapkan dapat memperluas cakupan ini dengan melibatkan lebih banyak peserta dalam berbagai konteks dan bidang untuk mencapai pengetahuan dan pengalaman yang lebih mendalam. Kata Kunci: Berpikir Kritis, Penilaian, Penilaian Berpikir Kritis

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing the English as a Foreign Language (Efl) University Students’ Critical Thinking

Andania

2021

EHDJ

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“…Critical thinking is one of the criteria of the Common European Framework of Reference for Languages (CEFR) (Council of Europe, n.d.; Silalahi, 2017) and is a crucial skill that is required by many employers (Changwong, Sukkamart, & Sisan, 2018) as well as higher education institutions. Therefore, to be able to work and to continue higher education, critical thinking must be fostered in university learners.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Group Reading Strategy on Critical Thinking Skills in Thai EFL University Learners

Namsaeng¹,

Sukying

2021

JELTAL

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Group Reading Strategy (GRS), a collaborative reading activity, offers individual contributions to a shared goal using an active learning approach. This mixed-methods research examined the effect of GRS on the critical thinking skills of Thai EFL university learners and explored learners’ perceptions of the GRS process. The critical thinking self-assessment questionnaire, a logbook, and semi-structured interviews were used to collect data. The analysis of the quantitative findings revealed that GRS fostered critical thinking skills in Thai EFL university learners. The results also showed that some intrinsic characteristics of critical thinking skills were cultivated before others. Overall, the current study demonstrated an increase in critical thinking skills through the GRS learning process. The qualitative findings revealed that participants held positive opinions regarding the GRS approach to facilitate active learning environments. Specifically, Thai EFL university participants viewed GRS as peer-assisted learning and a collaborative learning approach, which could, in turn, lessen adverse learning factors. However, some factors, including culture, time-allocation for the GRS process, and types of assessment, also influenced the learning process of GRS activities. Overall, this study indicates that GRS could have an impact on Thai EFL university learners’ critical thinking skills, at least to some extent. However, longitudinal studies are still required in future investigations.

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“…In order to comprehend the text, the reader must be able to infer the implicit information in the written text (Lipson, 1982). However, there are many researches on reading proficient show that reading is a complex process for the readers (Irawati, 2014;Silalahi, 2017;Wilson, 2016). It is integrated with the other skills in language learning.…”

Section: Introductionmentioning

confidence: 99%

Students’ Reading Competency on High Order Thinking Items in The Junior High Schools

Riadi¹,

Tantra²

2020

JERE

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The aimed of this study was to describe and compare the students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators. In the present study, critical reading is defined as reading for comprehension of high-order-thinking items which are focused on the four indicators of reading competency, namely: main idea, specific ideas, textual references, and word meanings. This research was conducted quantitatively and focus on year seven students. To reach such purpose, a purposive sampling technique was used to choose the sample. The subjects of this study were 238 students. The instruments used to collect the data was a Reading Competency Test. The collected data were analysed quantitatively and interpreted descriptively. The first finding of this research shows that the level of the students’ reading competency in answering high order thinking items are categorized weak or low level on both the descriptive texts and recount texts which is the descriptive text and finding main idea are the highest mean score. The second finding shows that there is no significant difference of students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators which is analysed by using One Way ANOVA with significant score is 0.054. > 0.05, thus Ho is accepted and H1 is rejected. The result of the study is an important information about the students’ reading competency in answering HOTS items. it is necessary to do next research in order to design future effective educational strategy or educational policy in learning.

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Assessing University Students’ Critical Thinking Skill by Using the TOEFL ITP Reading Test

Cited by 4 publications

References 9 publications

Assessing the English as a Foreign Language (Efl) University Students’ Critical Thinking

Assessing the English as a Foreign Language (Efl) University Students’ Critical Thinking

The Effect of Group Reading Strategy on Critical Thinking Skills in Thai EFL University Learners

Students’ Reading Competency on High Order Thinking Items in The Junior High Schools

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