Abstract
In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.
Highlights
The Industrial Revolution 4.0 as a phase of the technological revolution has changed the way of human activities in the scale, scope, complexity, and transformation of experiencing life
Based on the analysis of qualitative data obtained from interviews, the results indicate that as many as 77.78% of the participants stated that they were pleased to learn the critical reading course using the Project-Based Learning (PjBL) model
Based on the observation, it can be concluded that the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages, namely: planning, implementation, and evaluation
Summary
The Industrial Revolution 4.0 as a phase of the technological revolution has changed the way of human activities in the scale, scope, complexity, and transformation of experiencing life. One of the essential elements that must be of concern to encourage economic growth and national competitiveness in the revolutionary era of Industry 4.0 is preparing a learning system that is more innovative and that can improve the competency of graduates who have 21st-century skills. This world is full of competition and challenges, so we require human resources who have high abilities to solve various problems. Teachers and lecturers must make efforts to improve the students’ reading skills They can practice critical thinking to solve problems found in every text read. The students can develop their critical thinking by reading critically
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