The Undergraduate English Students’ Perception, Plan, and Implementation of Critical Thinking Skills in Their Presentation

Abstract

Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills in students' presentation by combining students' awareness, activeness, and learning style. Theoretically, critical thinking skills are fundamental to be implemented in higher education students. Practically, the result of this study gave benefit for the lecturer in giving students challenging tasks that encourage them to use their critical thinking skills. Pedagogically, the implementation of critical thinking skills in students’ presentations needs a student-lecturer relationship.

Efl Students' Critical Thinking in Speaking Activities

“…Moreover, the EFL students explain the material in presentation clearly and easily for the audience to understand by using simple words, not in a low voice, and not nervous. This finding is in line with the previous research conducted by Erito, Bharati, & Astuti (2021) which reveal that EFL students could practice in explaining the result of their work in their presentation.…”

“…Meanwhile other EFL students criticize them without being complete and appropriate enough because of stating the mistakes and advice briefly. This finding is in line with the previous research conducted by Erito, Bharati, & Astuti (2021) which claim that EFL students students cannot give evaluations to other students because their explanation skills are not good enough in presentation.…”

“…Moreover, EFL students compare with specific enough the presentation and debate that are conducted between face-to-face and online. This finding is in line with the previous research conducted by Erito, Bharati, & Astuti (2021) which state that EFL students could use their analysis skill in their work well to succeed in delivering the result of their analysis of the story in presentation. However, there are some EFL students who compare them without being specific enough because of not mentioning the differences completely.…”

“…Last, Erito, Bharati, & Astuti (2021) claim that EFL students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance.…”