University Students’ Critical Thinking Ability in Listening Skill

Abstract

The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed by the students is 61% categorized as low, analysis skill is 65% classified as medium, inference skill holds 68% ranked as medium, evaluation skill gets 56% categorized as low, explanation skill is 54% classified as low, and self-regulation is 68% classified as medium. To add, the total average of students skill related to critical thinking is 62% and is categorized as low. Considering that students in higher education is faced with complex problem and decision making, education practitioner are called to develop critical thinking in language teaching particularly listening skill. Thus, the development of critical thinking in listening would contribute to successful communication.

Indonesian EFL teachers’ portrayal of genre-based teaching practices: perceptions, implementation, and challenges

“…They had a negative attitude toward GBA. This finding is also at odds with the conclusions of several previous studies, which concluded that the application of GBA was ineffective because fewer than fifty percent of students achieve passing grades in English classes, even though their teachers followed every stage of the genre-based approach (Nainggolan, 2018;Tachia & Loeneto, 2018). To further affirm the previous findings, Slamet (2015) stated the use of genre in teaching English has not been effective yet.…”

“…Numerous investigations have been conducted within the scope of the GBA, starting from its implementation through genre-based teaching (GBT) to improve the four language skills in English as foreign language (EFL) classroom practice to other fields throughout the world (Kay & Dudley-Evans, 1998;Mohlabi-Tlaka et al, 2017;Mthembu-Funeka, 2009;Mumba & Mkandawire, 2019). Since its adaptation into the national English curriculum of Indonesian secondary schools Journal on English as a Foreign Language, 13(2), 475-498 p-ISSN 2088-1657e-ISSN 2502-6615 in 2004 and 2006, many Indonesian scholars have been interested in this approach and have done research related to this approach (Arimbawa, 2012;Mahfud, 2011;Nainggolan, 2018;Triastuti & Riazi, 2020;Triastuti et al, 2022).…”