The title of Thesis: An Analysis of Students Critical Thinking in Speaking through Debate at English Meeting Club of MAN 2 Parepare. Azis, An Analysis of Students' Critical Thinking through Debate at English Meeting Club of MAN 2 Parepare.(Supervised by Abd. Rauf Ibrahim dan Amzah. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and / or evaluate information collected from.
The study is a descriptive method that aims to categorize the students' critical thinking level and involve the students' English meeting club participant. The data collection instrument of the study is the rubric score of students' critical thinking based on Ficione, which includes the method of Interpretation, Analysis, Inference, Evaluation, Explanation and Self-Examination in Debate. It can therefore be concluded that the majority of the students' critical opinions about the English meeting club MAN 2 Parepare were at the weak level.
Using Facione's theory to analyze students' critical thinking is recommended to see how students develop at the 'critical thinking level'. Therefore, students can also increase their debate training routine to help them have good critical thinking skills at the end of the day.
LIST OF TABLE
LIST OF APPENDICES
INTRODUCTION INTRODUCTION
- Background
- Research Question
- The objective of Research
- Significance of the Research
Critical thinking skills and/or higher order thinking have received much attention from educators, researchers, employers and mass media over the past several years. Indeed, critical thinking has been recognized as essential skills for the growing workforce of the 21st century. There is more need for staff and staff equipped with advanced critical thinking skills, negotiation and problem solving skills, as well as superior communicative competence.2 In addition to mastering English as a foreign language, an important point that this research is based on is that students can use English to hone their critical thinking skills to create new ideas and ideas that the environment and many people need.
2Pezhman Zare and Moomala Othma, "Students' Perceptions of Using Classroom Debate to Develop Critical Thinking and Oral Communication" (Published Journal; Canadian Center for Science and Education, 2015) p.1 (Accessed on Wednesday 13th, 2019). Based on the explanations above, the researcher had motivation to conduct research on the critical thinking of the students in the second grade of MAN 2 Pairs. There are some student's organizations that can help the students to increase their soft skill.
So the researcher is interested in analyzing the critical thinking of the students in this English dating club. Based on the above explanations, the researcher had motivated to analyze students' critical thinking in speaking through debate in the English meeting club of MAN 2 Parepare.
REVIEW OF RELATED LITERATURE
- Some Pertinent Ideas
- Previous Related Research Findings
- Conceptual Framework
- Definition of Concept .1 Critical Thinking
According to the above expert's statement, the researcher concludes that critical thinking is the ability to think logically, systematically, productively as well as structured and able to have a good consideration and conclusion to face any situation. The 14 facets are the seventh component of the Critical Thinking Consensus on the inclusion of Interpretation, analysis, evaluation, inference, explanation, and self-regulation. In addition, critical thinking can help you critically evaluate what you are learning in class.
It can improve students' critical thinking because the moment students apply the system of debate, they will try to bring the best of their idea to be the truth of the argument. In further Ulfatul Mar'rifah, in her research "Students' perception of using classroom debate to develop critical thinking and oral communication skills". While the last study above was conducted to find out students' perception of classroom debate can develop critical thinking and oral communication skills.
In this case, the researcher will also use the debate method to improve students' critical thinking during MAN 2 Parepare's English Meeting Club. 28Ulfatul Ma‟rifah, “Student perceptions of using classroom debates to develop critical thinking and oral communication skills,” (Canadian Center of Science and Education), 2015.
RESEARCH METHOD RESEARCH METHOD
- Research Design
- Participants and sample
- The Instrument of the Research
- The Procedure of Collecting Data
- Technique of Analysis Data
To keep the validation statement from students who included in the components of critical thinking, the researcher recorded their voice. Successfully identifies key issues but fails to explain why/how the issue is created. Correctly identifies and most of the theoretical contexts relevant to the main stakeholder in.
Identifies some of the key assumptions, but does not evaluate them for plausibility and clarity. 29 Peter Facione, Critical Thinking: a Statement of Expert Consensus for Purposes of Educational Assessment and Instruction (California: APA Delphi Research, 2011) p.8. 30 Peter Facione and Noreen Facione, The Holistic Scoring Rubric of Critical Thinking (California: Insight Assessment, 2011).
FINDING AND DISCUSSIONS
Discussion
The researcher analyzed the students' critical thinking about the students by conducting the debate, in other words, by giving instruction on the debate on the topic to the students, while during the debate, the researcher paid attention to the statement or argument of the students. ‟ idea that relates to the components of critical thinking, or how the student wants to structure this properly. The majority of them lack interpretation and evidence of the cases presented to them. For example, they only talked about the statement but did not prepare the valid data, or few of the students had no clear explanation about the topic.
Based on previous table, the results showed that in the first meeting to the third meeting, none of the students would stand for their position in Strong level of holistic assessment score. While at the acceptable level only started at the second meeting, no students were included, so in the third meeting 12.5% of the students remained in that category. Weak category is the majority of the students' level of critical thinking, which is calculated based on each individual component.
The majority of students did not achieve an excellent level in the critical thinking component, as can be seen from the previous table. As with the reasoning, they did not clearly explain the position. According to the interpretation description in the critical thinking descriptions component, none of the students included in the excellent level start from first to.
The highest percentage of the students' interpretation of average level is 37.6% in the third meeting. The majority of the students do not give a clear explanation for giving interpretation to the matter when they practice debate and some of them also do not strongly describe what position they are in debate. In the debate we can see the evaluation of the student when they explain their experience against or correlate with the fact and main problem of the subject.
The explanation is the component that means to measure the ability to bring the results of the construction case, and it will show how strong the logical and clear idea of the case argument. The explanatory component of the students shows a better percentage, especially in good level, because at least the nominal of the students is higher than other component above. None of the students are in a very bad position, because each of them is able to explain their idea, but sometimes, unfortunately, it is out of place where they should stand or only explain a little bit.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
BIBLIOGRAPHY
Enhancing Students' Critical Thinking and Confidence through Indirect Explicit Grammar Instruction (IEGI) in Learning Grammar, Vol.24. Enhancing Students' Ability to Express Opinion Through Group Studies at Students Class XI IPA 1 SMA Negeri 1 Abung Semuli Academic Year 2016-2017. Ability through problem-based learning (PBL) model class XI MIPA 3 on temperature and heat material.
APPENDICES
The Second Meeting
The Forth Meeting
