Tesis

Critical thinking skills portrayed in the viewing activities in an Indonesian efl textbook / Rania Nur Abdilla

Abstrak
In this era of the 21st century a textbook is expected to develop both multimodal literacy and critical thinking skills. However most research on critical thinking in EFL textbooks only focuses on text-based content neglecting the intermodal relationships between various modes. Intended to fill this gap this research explores the critical thinking aspects presented in the multimodal elements of an Indonesian EFL textbook. This research aims to answer the question ldquo How do different modes presented in the viewing activities of the textbook foster critical thinking skills rdquo To address this research question content analysis was employed specifically using the directed approach. Content analysis is a systematic research approach that uses objective methods to draw reliable conclusions from various forms of data (verbal visual or written) to describe and measure specific phenomena. In this study the directed approach was chosen because it allows existing theories or frameworks to guide the coding process helping to focus the analysis on specific aspects of interest. This approach involves several steps identifying the unit of analysis defining analytic categories that direct data collection analyzing the data within those categories and reporting the findings. The units of analysis in this study are the first two units of the Indonesian EFL textbook ldquo English for Change rdquo which is designed for eleventh-grade senior high school students. These units were selected because of the time constrain and because they provide a representative sample of the textbook rsquo s structure and content that offers sufficient material to explore how critical thinking and multimodal literacy are integrated into viewing activities. The analytic categories used to direct the data collection were derived from two well-established frameworks. Bull and Anstey s (2010) multimodal analysis framework was employed to examine how various semiotic systems mdash such as visual textual and symbolic elements mdash are used in the viewing activities. Additionally Heard et al. s (2020) critical thinking development framework was applied to assess how these activities contribute to the development of students rsquo critical thinking skills. The study found that the viewing activities generally consist of two semiotic systems linguistic and visual. The linguistic semiotic systems include interrogatives (questions) imperatives (instructions) and descriptive language while the visual semiotic systems include pictures tables diagrams and symbols. The codes and conventions of these visual and linguistic semiotic systems work together to create a rich learning environment that fosters students rsquo language learning. The findings also highlight the value of integrating visual and linguistic elements to support critical thinking. The interplay between these two semiotic systems involves critical thinking from three strands Knowledge Construction Evaluating Reasoning and Decision Making. The textbook effectively guides students through acquiring and applying critical thinking skills by scaffolding activities from lower to higher cognitive demands. Teachers can leverage these insights to create engaging and effective learning experiences that prepare students for complex real-world challenges. This can be achieved by utilizing the interplay of linguistic and visual systems emphasizing knowledge construction applying scaffolding strategies to build students rsquo critical thinking encouraging peer review and collaboration and exercising teacher autonomy to go beyond the textbook to fully develop students rsquo viewing and critical thinking skills.

Informasi Detail

DDC

Rt 420.76 ABD c

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xvii, 84 lembar : ilus. ; 30 cm.

Bahasa

Indonesia

No Reg

00135/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - BERPIKIR KRITIS
2. BAHASA INGGRIS - BUKU TEKS
3. ENGLISH - CRITICAL THINKING

Pembimbing

1. Prof. Dr. Yazid Basthomi, S.pd, M.a.;2. Yusnita Febrianti, S.pd, M.a., Ph.d

Lampiran Berkas