Abstract
Critical thinking is regarded as a critical issue to solve. Students should be equipped by critical thinking due to its pivotal position in developing students’ language competence. However, this issue remains unsolved for many obstacles occurring at classroom learning. Explicit Direct Instruction (EDI) is claimed as one of the methods contributing to successful critical thinking development. The present research aimed at portraying how EDI directed students to enhance their critical thinking and EDI implementation in writing persuasive essay. The present research employed qualitative approach with case study method. The subjects involved in this research were 20 of 3 rd -year students of a private college in East Jakarta. The instruments used to collect the data were observation, interview, and document analysis. The findings of the research indicated that: 1) EDI assisted the students with the promotion of their critical thinking in the argument analysis by the reinforcement provided by re-teaching and CFU with T-APPLE concept, and 2) EDI was implemented based on the seven components of its lesson design and in conjunction with a variety of learning strategies. To these extents, EDI implementation in writing class has specifically enlighten one of critical writing dimensions. Research on EDI effectiveness quantitatively is adjured.
Highlights
Developing critical thinking is pivotal to meet the demands of much more complicated situation in the world
The present research sharpened the foci on: (1) how Explicit Direct Instruction (EDI) enhances students’ critical thinking in writing persuasive essay and, (2) how EDI is implemented in classroom session
EDI has enhanced the students’ critical thinking with re-teaching and CFU with T-APPLE concept, which is not found in direct instruction (DI) or explicit instruction (EI) (Ybarra, 2014) Further, the reinforcement was admitted by the students to be the most memorable activity
Summary
Developing critical thinking is pivotal to meet the demands of much more complicated situation in the world. The present research sharpened the foci on: (1) how EDI enhances students’ critical thinking in writing persuasive essay and, (2) how EDI is implemented in classroom session. While Cottrell (2005: 1) sees critical thinking as cognitive activity associated with using the mind She further argues that critical thinking uses mental processes such as the involvement of attention, categorization, selection and judgments. These two definitions infer that critical thinking is closely related to cognitive skills and activity to enhance students’ skills to solve problems by the process of selecting, analyzing, judging and making decision. Beforehand, Halpern (2003) has highlighted the dimensions of critical thinking which become the parameter for a critical thinker to perform the skills and attitudes
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