Abstract
Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills in students' presentation by combining students' awareness, activeness, and learning style. Theoretically, critical thinking skills are fundamental to be implemented in higher education students. Practically, the result of this study gave benefit for the lecturer in giving students challenging tasks that encourage them to use their critical thinking skills. Pedagogically, the implementation of critical thinking skills in students’ presentations needs a student-lecturer relationship.
Highlights
Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation
We would like to find out the real situations of the manifestation of critical thinking skills in students’ presentations held in the English Foreign Language (EFL) students’ class of English Tadris in IAIN Pekalongan
Based on classroom observations and students’ observation checklist result using Facione's theory (2011), we revealed some factors that are needed to be included in the implementation of critical thinking skills in students’ presentation, as follows: 1. Students' awareness First of all, awareness was the ultimate thing that the students should entrench in themselves
Summary
Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills in students' presentation by combining students' awareness, activeness, and learning style. The distinction is affected by how they implement critical thinking skills in their presentations and how they perceive it For those reasons, discovering students’ perception, plan, and implementation in their use of critical thinking skills in their presentation is crucial. We would like to find out the real situations of the manifestation of critical thinking skills in students’ presentations held in the English Foreign Language (EFL) students’ class of English Tadris in IAIN Pekalongan They use the presentation to joining the activity and encourage their use of critical thinking skills in delivering
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