Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia

Sadri, Idris; Fithriani, Rahmah; Saidurrahman,; Salmiah, Maryati; Hamidah, Sholihatul

doi:10.18502/kss.v3i19.4865

Cited by 3 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Critical thinking skills as one of the 21st century skills must be one of the non-cognitive abilities that are prioritized in the learning process (Ristanto et al, 2020). According to Sadri et al, (2019) and Smith et al, (2019) the ability to think critically makes students reanalyze, identify, evaluate, consider, re- The samples were selected using the purposive sampling technique to consider particular conditions of each sample. They were grouped into two classes: class A, an experimental group consisting of 47 students, and class B, a control group consisting of 45 students.…”

Section: Introductionmentioning

confidence: 99%

Blended learning in improving students’ critical thinking and communication skills at University

Hasanah

Malik

2020

CJES

View full text Add to dashboard Cite

This study investigates the effectiveness of the blended learning model in improving critical thinking and communication skills of students at university. This is a quasi-experimental study with a non-equivalent control group design involving one experimental group and one control group. The research population comprised students sitting in the Entrepreneurship class at the Department of Electronic Engineering Education, who were selected purposively. The data were about critical thinking skills that were gathered using a test, while the data about communication skills were obtained through observations. The data were analysed using a paired sample t-test and an independent sample t-test. The findings show that: (1) the implementation of the blended learning model effectively increases the critical thinking skills; (2) the use of the blended learning model effectively improves students’ communication skills and (3) according to the independent sample t-test, students’ critical thinking skills and communication skills in the experimental class had a significant difference from those in the control class. Keywords: Blended learning model, critical thinking skills, communication skills.

show abstract

Section: Introductionmentioning

confidence: 99%

Blended learning in improving students’ critical thinking and communication skills at University

Hasanah

Malik

2020

CJES

View full text Add to dashboard Cite

show abstract

“…According to Bamford & Day (1998), in foreign language teaching, oral comprehension of a foreign language seems to be of less importance than a reading knowledge of that language. In addition to this, Sandri & Fithriani (2019) added that reading allows students to obtain information decoded through the given sample of reading text, which could improve comprehension, interpretation, synthesizing, and understanding between lines that assist learners in acquiring information and English proficiency.…”

Section: Introductionmentioning

confidence: 99%

Perceived Challenges and Ways to Improve Reading Proficiency for EFL Teachers: Narratives from EFL Teachers

Hakiki,

Mardiana

2024

IJLECR

View full text Add to dashboard Cite

The need of using English in global context has led schools in Indonesia to prepare and make their students proficient in English. However, the majority of English teachers may not have attained a level of proficiency deemed necessary for effective teaching. This study aimed to reveal the level of teachers’ reading proficiency and to figure out how they perceived challenges and ways to improve their proficiency. Qualitative data was used as a method of inquiry. The study employed a narrative inquiry to dig deeper into teachers’ perspective. A proficiency test, self-reflection (logbook), and interview were used as the instrument to measure 15 EFL teachers’ proficiency and figure out their challenges and ways to improve their proficiency. The data was analyzed using inductive reflective thematic analysis and the findings showed that teachers proficiency varied, but most of them have a good reading proficiency equal to B2-CEFR level; It is referred to as upper intermediate and independent user by CEFR. In addition, five themes expressing the teachers’ perceived challenges were revealed: 1) They experienced self-errors; 2) The answer is implied; 3) The text is difficult; 4) The question type is unfamiliar; 5) They encountered unfamiliar vocabulary. Moreover, the ways the teachers used to improve their proficiency were: 1) understand the question and passage carefully; 2) find main idea and supporting details; 3) familiarize with the topic; 4) Enrich vocabulary; 5) scan and take notes; 6) predict the question and keep focus. In conclusion, the findings provide the important insights into EFL teachers. Their collective experiences can be used to overcome the challenges faced by EFL teachers.

show abstract

“…Critical thinking skills are considered key factors leading to success in the 21 st century and must be one of the non-cognitive abilities that should be prioritized in the learning process (Ristanto, Djamahar, Heryanti, & Ichsan, 2020). Especially to college students, critical thinking skills are even more important because they, according to Sadri, Fithriani, Salmiah, and Hamidah (2019), help students to reanalyze, identify, evaluate, consider, re-develop all the concepts and assumptions, and eventually help them with decision making or drawing a suitable conclusion.…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions of applying critical thinking to learning and practicing English speaking skills

Tai

2022

HCMCOUJS - SOCIAL SCIENCES

View full text Add to dashboard Cite

This study aims to explore English as a Foreign Language (EFL) students’ understanding and perceptions of applying critical thinking to their practice of speaking skills. Although some research papers have been implemented to understand the impact of critical thinking on learners’ language skills, the study specifically investigates how critical thinking can affect speaking ability amongst learners of low-English levels who are from a non-English-speaking country, according to their perceptions. The participants are 190 undergraduate students whose English proficiency was pre-intermediate and who were enrolled in English for IELTS preparation programs at the Creative Language Center (CLC) of Ton Duc Thang University, Vietnam. A survey was sent to collect information about students’ learning experiences and opinions on their performance of speaking skills integrated with critical thinking. The findings highlighted some challenges when students used critical thinking while practicing oral communication skills, including their habits of learning and insufficient opportunities to practice the skills. Also, students’ awareness of the important role of critical thinking in improving their speaking performance and confidence was successfully noted.

show abstract

Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia

Cited by 3 publications

References 9 publications

Blended learning in improving students’ critical thinking and communication skills at University

Blended learning in improving students’ critical thinking and communication skills at University

Perceived Challenges and Ways to Improve Reading Proficiency for EFL Teachers: Narratives from EFL Teachers

Students’ perceptions of applying critical thinking to learning and practicing English speaking skills

Contact Info

Product

Resources

About