Tesis

Teachers’ questioning strategies to incorporate critical thinking (ct) in efl reading class / Nafisya Alfiani Aisyah

Abstrak
Apart from being one of the most trend issues in education around the world critical thinking skills have been identified as one of the 21st century competences which students need to develop in order to succeed as global citizens. As we know reading is one of the important language skills in English classes of Indonesian secondary schools. Students however still experience a lot of issues with reading such as lack of thinking skills and lack of background knowledge. This study focused on the teachers rsquo questioning strategies to incorporate critical thinking (CT) in EFL reading class as a part of 21st century pedagogical competence. The research design used in this study is phenomenology. There were four instruments used in this study namely teacher field notes teacher performance checklist online meeting application and also interview sheets. The analysis of this data was done through three stages namely organizing and familiarizing coding and reducing and interpreting and representing. The research participants in this study were two EFL teachers from two different schools who met at least two from four predetermined criteria. Those schools were MAN 2 Kota Malang and MAN 1 Nganjuk. These schools were chosen because according to educational standards in Indonesia madrasah has been formal institution where the learning process must encourage the students to think critically. This study was conducted via online because during the COVID-19 pandemic nowadays face-to-face meeting should be minimalized. Based on the data analysis toward the teachers rsquo questioning in EFL reading class higher order thinking skills (HOTS) truly became the more dominant level of the cognitive domain of Bloom rsquo s revised taxonomy used especially during the post reading stage. It could be seen from the analysis result table obtained from XI Science 1 class MAN 2 Malang there were 36 out of 68 questions which were classified as HOTS level. It was quite similar with what the researcher found in XI Science 3 MAN 1 Nganjuk where 33 out of 57 were also classified as high order thinking-based questions incorporating analyzing evaluating and creating. Based on the data above it could be concluded that the teachers mostly asked questions which engaged students to critically think during their reading class. These questions however were effective to unconsciously active their zone of proximal development (ZPD) and it made them brave enough to share their opinion. Also the interview results revealed that the students agreed that through those critical questions they could understand their reading text easily. It was because they had an opportunity to relate the reading text with their prior knowledge and experience.

Informasi Detail

DDC

Rt 428.4 AIS t

Prodi

Universitas Negeri Malang. Program Studi Keguruan Bahasa, 2021.

Deskripsi Fisik

xi, 96 lembar : il. ; 30 cm.

Bahasa

Indonesia

No Reg

03560/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2021

Subjek

1. BAHASA INGGRIS - MEMBACA - STUDI DAN PENGAJARAN
2. ENGLISH - READING - STUDY AND TEACHING

Pembimbing

1. Sri Rachmanjanti ; 2. Mirjam Anugerahwati

Lampiran Berkas