Strategies for English Teachers in Promoting Students' Critical Thinking Skills in the Inclusive Classroom of SMA Muhammadiyah 1 Ponorogo. The conclusion of this study is (1) that four strategies have been developed by English teachers to promote students' critical thinking skills.
INTRODUCTION INTRODUCTION
Background of The Research
The latest curriculum used in SMA Muhammadiyah 1 Ponorogo which is K13 pushes their students to have critical thinking skills in order to make them ready to pursue the activities of the society in real life. These can be taught in the area of critical thinking in the classroom by the teacher.
Focus of The Research
So, in the following meetings, the teacher can develop another learning strategy to archive student's critical thinking skills and creative thinking skills. Those previous studies are concerned with the teacher strategies in promoting students' critical thinking skills and based on the described background that the researcher explains, it can be the benchmark and references for the research in carrying out this research together with the title which is " English teacher strategies in promoting students' critical thinking skills at inclusive classroom of SMA Muhammadiyah 1 Ponorogo.”.
Statement of the Problem
Objective of the Study
Significance Of the Study
Systematic Discussion
It provides the first research foundation that consists of the background of the research, its limitation, its objective, its significance, the organization of the thesis, and also the research schedule. In this chapter will be discussed about the teacher's strategies in promoting students' critical thinking skills at the Inclusive classroom of SMA Muhammadiyah 1 Ponorogo and also their benefits based on students' answers.
Theorical Framework 1. Teacher Strategy
- Critical Thimking Skills
- Inclusive Education
The teacher in promoting students' critical thinking skills also by using an appropriate method for archiving the learning objective. There are also six characteristics that teachers who use critical thinking skills in the classroom must reflect, as follows15:. Teachers can improve critical thinking skills based on several studies that have been researched to find ways to promote students' critical thinking skills.
There are several activities to be done in the classroom that apply critical thinking skills. In addition, according to the research done by Stacy Walker, there are some active learning strategies that the teacher can use to promote critical thinking skills to the students. A variety of questioning tactics exist to promote critical thinking skills in order to archive knowledge level recall.
The writing of assignments can be done by the teacher to promote critical thinking skills, along with questions asked about them.
Previous Research Findings
This study also focuses on investigating English teachers' strategies in promoting students' critical thinking skills. This study aims to investigate teachers' strategies and challenges in teaching higher order thinking skills in rural Indonesia. The differences are that the researcher observed about the challenges of teaching HOTS, while this study focused on students' response to the benefits of those teaching strategies to promote students' critical thinking skills.
Furthermore, this study focused on teaching strategies to promote students' critical thinking skills, rather than on teaching strategies in general. The researcher developed this study and it aims to provide a brief introduction to learning how to teach the students how to think critically along with active learning strategies to promote critical thinking in them.
Theoritical Framework
The similarity to this research was both categorized as case study research, the researcher also used interviews and observation to collect the data. Numerous instructional methods were used in this study and the result of this study is that the methods of promoting critical thinking have three categories: questioning, classroom discussions and debates, and also written assignments. The similarity with this developed research is that both focus on critical thinking skills as an independent variable.
On the other hand, the differences are that this developed research talked about the teacher's strategy to promote critical thinking skills and also how the students. Then the researcher carries out the theoretical framework to create a systematic structure of this research.
RESEARCH METHOD RESEARCH METHOD
Research Approach And Design
In this case, the researcher chose a case study approach because a phenomenon has occurred in the educational system of inclusive classroom and it is necessary to more deeply explore the data on English teachers' strategy in promoting students' critical thinking skills, and then write down the result descriptively in this dissertation.
Research’s Role
Research Setting
Kholil, M.Pd.I as Director of SMA Muhammadiyah 1 Ponorogo, which was decided on the basis of the Decree of the Regional Leadership of Muhammadiyah East Java, number: 1653/KEP/II.0/D/2020. Since SMA Muhammadiyah 1 Ponorogo has an inclusive classroom, it is appropriate that this study uses the object under observation integrated with inclusive education. Another reason is that the school has an English subject in the curriculum, namely K13, and therefore the teacher needs to teach the students critical thinking skills to meet the demands of the K13 curriculum.
Data Source
The researcher will have the direct observation to observe the teachers' strategies in inclusive classroom in SMA Muhammadiyah 1 Ponorogo. In this case, the researcher will also be focused on the interaction of students with special educational needs or special education needs. Then the researcher had to see for the students the advantages and disadvantages of the learning strategy used by the teacher.
The researcher conducting this study uses interviews to obtain information about key data. The researcher will conduct the interview with Ms. Anik, one of the English teachers in SMA Muhammadiyah 1 Ponorogo.
Data Analysis Technique
Data Validation
Research Procedure
This procedure includes preparing the research plan, choosing the field or research location, arranging consent, observing, choosing and using information, preparing instruments, and anything related to the research. Obtaining a letter of permission from the institution to give it to a related school will be observed; In applying the steps for developing this research, the steps are as follows: (1) Understanding the research preparation, such as theoretical review, previous studies, research background, etc., to make entering the field easier and more structured to: 2) Ask permission from the teacher teaching in the inclusive classroom; (3) Enter the field and take with you the important items for obtaining the data; (4) Interviewing the teacher about his or her perspective on their teaching style in terms of critical thinking skills; (5) Observing teacher's strategies in promoting students' critical thinking skills in the inclusive classroom of SMA Muhammadiyah 1 Ponorogo; (6) Then observe the students' perspective on the advantages and disadvantages of the teaching strategies developed by the teacher to promote critical thinking skills in them in the inclusive classroom of SMA Muhammadiyah 1 Ponorogo.
The process of data reduction involves selecting, focusing, simplifying, abstracting and transforming the collected data and then displaying it into descriptive data and finished by verifying the data by analyzing the variation of the data to get the conclusion of the research. In this activity, the researcher writes a research report in the form of a thesis with a structured arrangement of data on teachers' strategies in promoting critical thinking skills in the Inclusive Classroom of SMA Muhammadiyah 1 Ponorogo.
General Data
The teacher also told the students what they should learn in the next meeting as the hope that the students will learn it in their home. The last, the teacher ended the process of learning and teaching by saying goodbye and Islamic greetings. The research selects the class of XI Grade IPS 2 in carrying out this research with the total number of students is twenty three students.
Data Description
- The Data of English Teacher`s Strategies in Promoting Students` Critical Thinking Skills At Inclusive Classroom
- The Data of Students` responds about the benefits of those teaching strategies
Furthermore, the rationale for the teacher's choice of materials was based on the students' needs. After that, the teacher also gives the students a chance to practice what they have learned today. After watching the video in full, the teacher wanted the students to conclude the materials explained in the video.
The time was up, the teacher told the students what they should learn in the next meeting. In giving feedback, students learned that the teacher's feedback was delivered along with a joke from the teacher.
Discussion
- The Discussion of English teacher’s strategies in promoting students’ critical thinking skills at inclusive classroom of SMA Muhmmadiyah 1 Ponorogo
- The Discussion of the benefits of using those strategies in promoting critical thinking skills to the students
In the process of teaching and learning critical thinking skills, the teacher asked the students who they want to answer the questions. Along with it, the teacher also gives students the opportunity to ask what they don't understand. In this case, the students with SEN were helped by their classmates in completing the task and the teacher was allowed.
A discussion of the benefits of using these strategies in promoting students' critical thinking skills. The benefits of using these strategies in promoting students' critical thinking skills are expanded into two parts, pros and cons.
Recommendations
The English teacher's strategies to promote students' critical thinking skills in inclusive classrooms in SMA Muhmmadiyah 1 Ponorogo are to use focus group discussion or generally known as FGD, written assignments, problem-based learning and also provide feedback to students. After that, writing task strategy can train them to write English words correctly, and writing can be the powerful tools to allow students to develop their critical thinking, but it can also create laziness among them if they have to write many words. First, teachers are suggested to develop more creative strategies to promote students' critical thinking.
In addition, the school is recommended by the researcher to support the educational media to the teachers who teach critical thinking skills so that the need for teaching those skills in an inclusive classroom would increase along with the quality of the school. Thus, the researcher proposed to develop the research on critical thinking skills along with deeper observation and analysis, different research method, more participating participants and with more valid instruments.