Indonesian Pre-Service Teachers’ View on Developing Crtitical Thinking in English Languange Teaching
Abstract
In modern times like today, nurturing critical thinking skills is essential, particularly among pre-service teachers, to enrich the educational process. This study focuses on the development of critical thinking skills in pre-service English language teachers, acknowledging the global significance of English. Employing a qualitative approach, this research involved 10 English major students from North Sumatra with both formal and informal teaching experience. As a phenomenological study, it explored pre-service teachers' comprehension of critical thinking, the instructional methods employed, and the challenges faced in integrating critical thinking into English language teaching. Thematic analysis was utilized to examine their understanding and application of critical thinking in the classroom. Data collection methods included interviews, questionnaires via Google Forms, and observation through photographs and videos during English lessons. Findings indicate that pre-service teachers possess a solid understanding of critical thinking and can apply effective teaching methods in schools. These methods range from contextual learning, encompassing lectures, discussions, and independent literacy, to student-centered approaches like projects and debates. However, challenges such as low student interest in English and insufficient facilities hinder the application of critical thinking. The study underscores the need for governmental support in training pre-service teachers to enhance their teaching effectiveness.
Downloads
References
Abrami, P. C., et al. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
Alwan, M. (2022). Strategi membangun kemampuan critical thinking pada generasi digital. Jurnal Al Muta’aliyah: Pendidikan Guru Madrasah Ibtidaiyah, 2(2), 19–27. https://doi.org/10.51700/almutaliyah.v2i2.354
Alwasilah, C. (2013). Policy on foreign language education in Indonesia. International Journal of Education, 7(1), 1-19. https://www.learntechlib.org/p/208914/
Aycicek, B. (2021). Integration of critical thinking into curriculum: Perspectives of prospective teachers. Thinking Skills and Creativity, 41, 100895. https://doi.org/10.1016/j.tsc.2021.100895
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking skills and creativity, 33, 100584. https://doi.org/10.1016/j.tsc.2019.100584
Bhattarai, P. (2021). Purposes and challenges of integrating ict in english language teaching in nepalese context. Utamax : Journal Of Ultimate Research And Trends In Education, 3(3), 198-206. https://doi.org/10.31849/utamax.v3i3.7780
Borg, S. (2003). Teacher cognition in grammar teaching: a literature review. language awareness, 12(2), 96–108. https://doi.org/10.1080/09658410308667069
Bozzi, M., et al. (2021). Peer learning as a key component of an integrated teaching method: Overcoming the complexities of physics teaching in large size classes. Education Sciences, 11(2), 67. https://doi.org/10.3390/educsci11020067
Butler, H. A., et al. (2012). The halpern critical thinking assessment and real-world outcomes: cross-national applications. Thinking Skills and Creativity, 7(2), 112–121. https://doi.org/10.1016/j.tsc.2012.04.001
Chania, Y., et al. (2017). Hubungan gaya belajar dengan hasil belajar siswa pada pembelajaran biologi kelas x Sman 2 Sungai Tarab Kabupaten Tanah Datar. Sainstek : Jurnal Sains Dan Teknologi, 8(1), 77.
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds?. Currents in pharmacy teaching and learning, 10(6), 807-815. https://doi.org/10.1016/j.cptl.2018.03.019
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Demirkan, O. (2019). Pre-Service Teachers' Views about Digital Teaching Materials. Educational Policy Analysis and Strategic Research, 14(1), 40-60.
Dwyer, C. P., & Eigenauer, J. D. (2017). Book review. Thinking Skills and Creativity, 26(July), 92–95. https://doi.org/10.1016/j.tsc.2017.08.002
Elder, L., & Paul, R. (1994). Critical thinking: Why we must transform our teaching. Journal of Developmental Education, 18(1), 34.
Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 1(1), 1-23.
Gashan, A. K. (2015). Exploring saudi pre-service teachers’ knowledge of critical thinking skills and their teaching perceptions. International Journal of Education and Literacy Studies, 3(1).
Hadi, A. (2019). Exploring preparation of pre-service teachers' english proficiency and pedagogy: Stories from an EFL teacher education program. The Qualitative Report, 24(8), 1946-1966
Hashemnezhad, H., & Hashemnezhad, N. (2012). A comparative study of product, process, and post-process approaches in iranian efl students’ writing skill. Journal of Language Teaching and Research, 3(4), 722–729. https://doi.org/10.4304/jltr.3.4.722-729
Haviz, M. (2020). Assessing pre-service teachers’ perception on 21st century skills in Indonesia.
Indra, A. F. (2023). Students' Perception Toward Stereotypes Of English Accents On Speaking Skill At English Department (Doctoral dissertation, Universitas Islam Negeri Ar-Raniry).
Irwandani, I., et al. (2024). Readiness of Indonesian pre-service science teachers for society 5.0. Journal of Education and Learning (EduLearn), 18(2), 391-402. https://doi.org/10.11591/edulearn.v18i2.21343
Iskandar, I. (2023). Empowering student entrepeneurship: A 21st century learning approach using TPACK integrated pjbl model. Utamax : Journal of Ultimate Research and Trends in Education, 5(2), 139-151. https://doi.org/10.31849/utamax.v5i2.13116
Jasim, B., & Yahya, S. (2021). Integrating critical thinking skills in teaching english language productive skills. College Of Basic Education Research Journal.
Justino, J., & Rafael, S. (2021). Critical thinking focus applied on student-centered approach. 2021 Innovation and New Trends in Engineering, Science and Technology Education Conference (IETSEC), 1-4.
Kertaeva, Z. (2022). Critical thinking oriented teaching in english classes. Frontline Social Sciences and History Journal.
Ketabi, S., et al. (2013). Critical thinking across the ELT curriculum: A mixed methods approach to analyzing L2 teachers’ attitudes towards critical thinking instruction. International Journal of Research Studies in Education, 2(3), 15–24. https://doi.org/10.5861/ijrse.2012.189
Kumar, T., et al. (2023). Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills. Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00251-3
Kusaeri, K., & Aditomo, A. (2019). Pedagogical beliefs about critical thinking among Indonesian mathematics pre-service teachers. International Journal of Instruction, 12(1), 573-590. https://www.e-iji.net/volumes/353-january-2019,-volume-12,-number-1
Ma, L., & Luo, H. (2021). Chinese pre-service teachers’ cognitions about cultivating critical thinking in teaching English as a foreign language. Asia Pacific Journal of Education, 41(3), 543–557. https://doi.org/10.1080/02188791.2020.1793733
Mahdi, O. R.,et al. (2020). The Role of Using Case Studies Method in Improving Students' Critical Thinking Skills in Higher Education. International Journal of Higher Education, 9(2), 297-308.
Maiorana, V. P. (1992). Critical thinking across the curriculum : building the analytical classroom (Issue 10).
Maruna, S., & Butler, M. (2005). Phenomenology. In K. Kempf-Leonard (Ed.), Encyclopaedia of Social Measurement (Vol 3) (pp. 49-52). Elsevier. https://doi.org/10.1016/B0-12-369398-5/00563-6
Mbato, C. L. (2019). Indonesian EFL Learners’ Critical Thinking in Reading: Bridging the Gap between Declarative, Procedural and Conditional Knowledge. Jurnal Humaniora, 31(1), 92. https://doi.org/10.22146/jh.v31i1.37295
Muhammadiyeva, H., et al. (2020). The role of critical thinking in developing speaking skills. International Journal on Integrated Education.
Muhsin, M. A., et al. (2023). Exploring of Teachers’ Critical Thinking in Pedagogical Context: In Indonesian EFL Teachers’ Perspective. International Journal of Multicultural and Multireligious Understanding, 10(5), 321. https://doi.org/10.18415/ijmmu.v10i5.4713
Mulyani. (2018). An Analysis of The English Language Curriculum for Senior High School on 2013 Curriculum Revision Edition. 5(2), 139–149.
Ningrum, A., & Murti, R. (2023). Contextual Learning Models in Improving Elementary School Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA. https://doi.org/10.29303/jppipa.v9i5.2360.
Nowell, L. S., et al. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International journal of qualitative methods, 16(1), 1609406917733847. https://doi.org/10.1177/1609406917733847
Nue, M. P., & Manara, C. (2022). Pre-service teachers’ investments in English and construction of professional identity in the Indonesian context. Studies in English Language and Education, 9(2), 462-482. https://doi.org/10.24815/siele.v9i2.22557
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Pusparini, R., et al. (2021). Pre-service teachers’ beliefs about English language teaching and learning in EFL classroom: A review of literature. JEES (Journal of English Educators Society), 6(1), 147-154. https://doi.org/10.21070/jees.v6i1.1212
Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56–72. https://doi.org/10.1016/j.tsc.2018.02.008
Prihatin, Y. (2019). The practice of English language teaching in Indonesia. In National Seminar of PBI (English Language Education) (pp. 25-33).
Rahman, M. M. (2019). 21st century skill'problem solving': Defining the concept. Rahman, MM (2019). 21st Century Skill “Problem Solving”: Defining the Concept. Asian Journal of Interdisciplinary Research, 2(1), 64-74 https://doi.org/10.34256/ajir1917
Ramadansur, R., et al. (2023). Promoting critical thinking skills through contextual teaching and learning. Lectura : Jurnal Pendidikan.
Saleh, S. E. (2019). Critical thinking as a 21st century skill: conceptions, implementation and challenges in the EFL classroom. European Journal of Foreign Language Teaching.
Smith, T. E., et al. (2018). Teaching critical thinking in a GE class: A flipped model. Thinking Skills and Creativity, 28, 73-83. https://doi.org/10.1016/j.tsc.2018.02.010
Tari, D., & Rosana, D. (2019). Contextual Teaching and Learning to develop critical thinking and practical skills. Journal of Physics: Conference Series, 1233.
ten Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: Teaching strategies. Learning and Instruction, 14(4), 359–379. https://doi.org/10.1016/j.learninstruc.2004.01.005
Tutyandari, C. (2022). ENGLISH language pre-service teachers'sense of preparedness for teaching: an indonesian case. TEFLIN Journal: A Publication on the Teaching & Learning of English, 33(2).
Shalikiani-Skhireli, M. (2021). Teaching critical thinking in the language learning process. enadakultura.
Shasqia, M., & Anggraini, A. (2020). An Investigation on how university students’ view lecturers’ usage of speech acts in elt context. Utamax : Journal of Ultimate Research and Trends in Education, 2(2), 39-43. https://doi.org/10.31849/utamax.v2i2.3764
Shaumiwaty, S., et al. (2020, October). Teacher performance toward students’ mathematical literacy in teaching linear program mathematical models. In Journal of Physics: Conference Series (Vol. 1663, No. 1, p. 012066). IOP Publishing.
Siahaan, E. Y. S., et al. (2023). Research on critical thinking of pre-service mathematics education teachers in Indonesia (2015-2023): A bibliometric review. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 9(1), 34-50. https://doi.org/10.29407/jmen.v9i1.19734
Valtonen, T., et al. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective. Computers in Human Behavior, 116, 106643. https://doi.org/10.1016/j.chb.2020.106643
Virginia Braun & Victoria Clarke (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101,
Wang, Y., Wen, X. Nativeness versus intelligibility as goal of English pronunciation teaching in China: Changing attitudes in national syllabi and curriculum standards. Asian. J. Second. Foreign. Lang. Educ. 8, 17 (2023). https://doi.org/10.1186/s40862-023-00189-2
Wimpenny, P., & Gass, J. (2000). Interviewing in phenomenology and grounded theory: is there a difference?. Journal of advanced nursing, 31(6), 1485-1492. https://doi.org/10.1046/j.1365-2648.2000.01431.x
Yang, Y. T. C., & Gamble, J. (2013). Effective and practical critical thinking-enhanced EFL instruction. ELT Journal, 67(4), 398–412. https://doi.org/10.1093/elt/cct038
Zhu, Y., & Shu, D. (2017). Implementing foreign language curriculum innovation in a Chinese secondary school: An ethnographic study on teacher cognition and classroom practices. System, 66, 100–112. https://doi.org/10.1016/j.system.2017.03.006
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
