Enhancing Critical Thinking Through Calla In Developing Writing Ability Of EFL Students

Hery Yufrizal

doi:10.14738/assrj.611.7345

Abstract

The objectives of this research are firstly to investigate the application of Cognitive Academic Language Learning Approach in improving students’ English writing ability andsecondly to answer what factors influence the students’ writing performance. The subjects of the research were the students of senior high schools in Indonesia consisting of a group of students as experimental group and as control group. The results showed that students improved their writing after they were involved in Cognitive Academic Language Learning Actvitities. Furthermore, the study also showed that levels of students’ critical thinking did not any significant effects toward their writing achievement

Highlights

Many studies have revealed that learners from different cultures may learn a foreign language in differentways
The students learning a foreign language in Asian contexts used different learning strategies compared to students that learn the same language in Western context (Setiyadi, et al 2016)
Since English is taught as a foreign languagein Indonesia, the implementation of Cognitive Academic Language Learning Approach (CALLA) might be different from the original one

Summary

Introduction

Many studies have revealed that learners from different cultures may learn a foreign language in differentways. The students learning a foreign language in Asian contexts used different learning strategies compared to students that learn the same language in Western context (Setiyadi, et al 2016). Cognitive Academic Language Learning Approach (CALLA)combines English language development with contentbased ESL and with instruction in special learner strategies that will help students understand and remember important concepts (Chamot and O’Malley, 1987). Since English is taught as a foreign languagein Indonesia, the implementation of CALLA might be different from the original one. This study attempts to modify the procedures or steps in CALLA in order it can be applicable in the language classroom. The modification includes the use of specific strategy (i.e. metacognitive strategies), the learning activities and the learning materials selected and applied by the teacher

Objectives

Results

Conclusion