Efl Students' Critical Thinking in Speaking Activities

Maulana, Rahmat; Putra, Muhammad Iqbal Ripo

doi:10.31571/bahasa.v11i1.3528

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Some focus on cultural incorporation (Ariawan, 2020;Elmiana, 2019;Setyono & Widodo, 2019), gender representation (Koster & Litosseliti, 2021;Lee, 2018;Sovič & Hus, 2015;Widodo & Elyas, 2020;Yasin et al, 2012), ideology, religion, and identity (Behnam & Mozaheb, 2013;Tran-Thanh, 2020;Vu & Febrianti, 2018;Xiong & Yuan, 2018), type of standard English whether British or American (Lindqvist & Soler, 2022) and the incorporation of moral values (Canh, 2018;Feng, 2019;Puspitasari et al, 2021). Some addressed the idea of promoting critical thinking in listening skills (Irianti et al, 2022), speaking (Viana et al, 2022), and writing skills (Arifin et al, 2020). However, the present study focused on investigating HOTS and LOTS incorporated in the reading section of an EFL textbook.…”

Section: Introductionmentioning

confidence: 97%

The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

Ariawan¹,

Kholidi

Putra

2023

VELES

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The curricular implementations are represented in the textbook. The textbook is used by all students, who may have varying levels of thinking skill; however, it is a good opportunity to encourage students, regardless of their critical thinking skill level, to not only learn to know and understand, but also to apply, evaluate, and create such a product from their learning. The present study aims to investigates the level of thinking skills employed in the reading parts of EFL textbooks in Indonesia. The Ministry of Education and Culture officially printed the textbook for senior high school students in grade X. Content analysis was used to explore the level and frequency of thinking skills, focusing on the task and reading questions in the textbook. The data were quantitatively displayed in the form of a table. It was gained through the coding process based on the theoretical framework of Low Order Thinking Skills (LOTS) and High Order Thinking Skills (HOTS) introduced by Bloom. It was found that the textbook mostly included knowledge and comprehension levels of thinking in the reading tasks and questions. It means that LOTS-based tasks and questions are more dominant than HOTS.

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Section: Introductionmentioning

confidence: 97%

The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

Ariawan¹,

Kholidi

Putra

2023

VELES

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“…To speak, confidence is also important for students to have so they can speak the right language. Maulana, Daud and Heriansyah (2016), the problems that students faced in speaking English is their less of confidence to speak and they are afraid of making errors or inaccuracy while speaking besides other problems like their lack of vocabulary and poor pronunciation.…”

Section: Introductionmentioning

confidence: 99%

Students' Difficulties in Learning English

Mahrian,

Br. Tarigan,

Br Sembiring

et al. 2023

IJEAL

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In English learners, especially high school students, generally find it difficult in translation and vocabulary. This study aims to find out what difficulties students face in learning English. To achieve the research objectives, a qualitative research method was used with a case study design. The instrument of this research is observation where we observe students' participation in learning English. Then we also use other instruments such as interviews. The object of this research is students of class VII-4 SMP Negeri 1 Delitua. The number of students in this study were 15 students. Researchers found that many students find learning English difficult. From the results of interviews the highest difficulty faced by many students was in translating sentences, the second was lack of vocabulary, and the third was motivation. The researcher also found other factors that cause students' difficulties in learning English, namely there are students who like English and there are also those who do not like English.

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“…They aim to encourage active participation and critical engagement among students. Furthermore, Utari (2020) andMaulana (2022) found that EFL students face internal and external challenges when it comes to developing satisfactory levels of critical thinking. They emphasized the importance of teaching methods in influencing this process.…”

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confidence: 99%

Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies

Andania,

Romadhoni,

Nita

et al. 2024

JOPR

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Critical Thinking (Hereafter, CT) significantly correlates to the EFL students' speaking ability; students with high critical thinking perform better than students with low critical thinking. Several strategies can be implemented for initiating CT in the classroom. One of them is using language style conveyed by the teachers. However, few studies concern about this pragma-stylistic usage in the teaching-learning process. Therefore, this current study aims to analyze (1) types of pragma-stylistics strategies used by teachers in initiating the EFL university students' CT in oral mode; (2) the ways teachers use pragma-stylistics strategies in initiating the EFL university students' CT in oral mode; and (3) the teachers' perception of the students' response towards initiating the CT in oral mode. Qualitative descriptive using Interview was conducted to collect the data. The result showed that teachers prefer using Assertive-Stating, Assertive-Suggesting, Directive-Advising and Prolepsis strategies to initiate students' CT in their speaking classroom. They implement those strategies through some activities during the class, such as giving stimulus (text, audio, and video) in a particular theme, conducting group discussions or speaking club, providing instructions or questions, and giving feedback. Besides, the teachers pointed out that most students positively respond to the strategies that they have utilized. The strategies effectively motivate and encourage the students to enhance their CT. Furthermore, this study suggests language teachers initiate their students' CT through the pragma-stylistic strategies mentioned. Finally, further researchers are expected to discuss the same field in more comprehensive scopes with different language skills.

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Efl Students' Critical Thinking in Speaking Activities

Cited by 3 publications

References 2 publications

The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

The Level of Thinking Skills in the Reading Section of EFL Textbook in Indonesia

Students' Difficulties in Learning English

Initiating the EFL University Students' Critical Thinking in Oral Mode through Pragma-Stylistic Strategies

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