Detail Critical Thinking in Australian Primary Schools: Pedagogical Implication for EFL Teaching in Indonesian Context   Oleh:  Susanto, Djoko Jenis: Article from Proceeding Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 939-949. Topik: Critical thinking; teachers’ questions starter Fulltext: hal 939.pdf (16.58MB) Isi artikel This study investigates how critical thinking is taught by primary school teachers in Geelong, Melbourne, Australia. This research involved four teachers teaching in different level. The classes observed were preparation class, year 3, 5 and 6. The main aim of this study is to explore the pattern of teachers’ talk and students’ responses in the classroom interaction. The result of this study can be used as a model to develop students’ critical thinking in EFL context in Indonesia. This research employed qualitative design. The instruments for data gathering include observational checklist, field-notes, and interviews. The observational checklist was used as a research guideline to identify which critical thinking levels (remembering, understanding, applying, analyzing, evaluating, and creating) were taught by the teachers. Field-notes were used to add more data which might not be included in observations. Finally, interviews with the school principal and the teachers were done to obtain more explanations about the critical thinking implementation in the school.This research found that critical thinking based-instruction was done through three steps: (1) situating the context, (2) giving students’ projects, and (3) discussing and evaluating. From 12 classroom observations, the teachers used various critical question starters, such as: “What do you think about?”, “Can you describe what it looks like?”, “What can you see, hear, smell, taste, and touch?”, “What are you saying to make that happen?”, “How do you make a plan for your future?”, “Who or what is currently being affected by this issue?”, “How does this issue affect our global community?”, and “What is already being done to make change on this issue?” All of these questions were used by the teachers to ask the students thinking and doing critically on their projects. The teachers frequently used higher level of questions starters: analyzing, evaluating, and creating. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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