Teaching English with an Internet-Based Nature of Google Docs to Improve Students’ Critical Thinking (original) (raw)
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Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indonesia, 2021
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ABSTRACT THE USE OF INFORMATION TECHNOLOGIES IN CLASSES TO ENHANCE STUDENTS’ CRITICAL THINKING. A CASE STUDY OF SOUTH AFRICAN TERTIARY SCHOOLS. By MATHEWS SIMFUKWE KALYEPE At the Independent Examination Board (IEB) Regional conference held in Johannesburg, South Africa in February 2016, it was revealed that Grade 12 learners were not answering essay questions in a manner that exhibited critical thinking. Following the increase in the number of schools that are using computer technologies in recent years in South Africa, some people have wondered if the use of these technologies can help in the development of Bloom’s level 4 to 6 Cognitive skills that show critical thinking skills of students. The researcher therefore re-modelled an original section of the Grade 12 Life Sciences course into a Computer Aided Critical thinking Course and made it into case study to investigate this phenomenon. In order to make the course valid, the Analysis, De-sign, Development, Implementation and Evaluation (A.D.D.I.E.) approach for designing a course was followed and with the input from three experienced Education specialists, in Rustenburg, this course was implemented for this study. Because the study made use of two groups for comparison reasons between the control group which did the original course and the experimental group which did a computer Aided course, a test before the treatment of the course, and after the treatment of the course was inevitable to ob-serve any changes that might show the changes in the performance of the subjects. These results would then give a platform to confirm or not to confirm the hypothesis. As it happened, the exper-imental group reported a larger increase in the score, and thereby in Critical thinking than the con-trol group. The only possible explanation for this observation was that the computer Aided course brought about these changes in students who did them. This result aligned with the hypothesis for this study. However, there was still more to work on especially in regards to the critical writing skills. If more training in critical writing could be done, the increase would even be much higher (Conna & Valverde).
Factors Affecting the Development of Critical Thinking of Indonesian Learners of English Language
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This paper describes the assessment of the student's critical thinking and identify the factors affecting its development. The assessment is done to Indonesian students learning English language at Maulana Malik Ibrahim State Islamic University. The identification of factors affecting their critical thinking development would contribute to the further aspects relating to the establishment of critical thinking based instruction in EFL teaching and learning process in Indonesia. The result of this particular study has shown the fact that most of the respondents have strong awareness of the importance of reading habit, the time management and broadening this learning sources from internet. However, this notion might not be well implemented or their views which are not practiced into reality due to various aspects. The result of this study also reveals that a notable factor affecting the ease to express critical thinking is the language proficiency. A critical thinker can express his or her thought well by means of good language use either in spoken or written form Keywords: critical thinking, culture background, family background, learning strategies I.
Development of Students’ Critical Thinking Skills via Teaching English
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