Mubarok, Achmad Taufik (2023) Teacher Strategis In Promoting Students' Critical Thinking Skills at Inclusive Classroom of SMA Muhammadiyah 1 Ponorogo. Undergraduate (S1) thesis, IAIN Ponorogo.
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Abstract
Critical thinking skill is a skill that students should deal with it in order to face the problems happened in their real life. The curriculum K13 demands students to learn it during the process of teaching and learning in the classroom. Because of it, the English teacher should be conscious to develop teaching strategy to promote critical thinking skills during teaching English subject. There are some strategies generally used by the teacher in teaching at Inclusive Classrooms which are active learning strategy, peer-tutoring strategy, cooperative learning strategy, and also direct instruction strategy.
The objectives of this research are (1) to find out the English teacher strategies in promoting students’ critical thinking skills in inclusive classroom of SMA Muhammadiyah 1 Ponorogo; (2) to find out the benefits of using those teaching strategies developed by teacher in promoting critical thinking skills in inclusive classroom of SMA Muhammadiyah 1 Ponorogo.
This research was conducted by using qualitative method with a case study approach. The data was described descriptively and data collection technique was collected through observation, interview, and documentation. There are several participants that participated in this research started from the English teacher of XI grade and all students of XI IPS 2. The data was analyzed by using Miles and Huberman techniques with data reduction, data display, and conclusion.
The conclusion of this research are (1) there are four strategies developed by English teacher to promote students’ critical thinking skills. The first is forum group discussion strategy, the second is written assignment strategy, the third is problem based learning strategy, and the last is giving feedback. (2) The advantages and disadvantages of thsose teaching strategies that may be useful for the teacher in understanding students’ need in the process of learning in classroom especially related to critical thinking skills. In this case focus group discussion can improve their critical thinking by exchanging the knowledge or information and work together to finish the task given by the teacher and work together to finish the task quickly but this strategy can create a debate in the group because their thoughts is different from one student to another. Then, written assignment strategy can train them to write English words correctly and writing can be the powerful vehicles to allow students in increasing their critical thinking skills but it also can create laziness among them, if they have to write a lot of words. PBL can train student’s focus to find the answer from existing text but this strategy needed long-time learning activity because some questions deal with “how” questions. Moreover, the teacher also gave the feedback combined with teacher’s joke to create positive learning environment among the students during the class.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Aries Fitriani |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Miss Perpustakaan IAIN Ponorogo |
| Date Deposited: | 17 Jul 2023 03:01 |
| Last Modified: | 17 Jul 2023 03:01 |
| URI: | http://etheses.iainponorogo.ac.id/id/eprint/25299 |
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