Teacher’s Strategies in Coaching Students’ Critical Thinking in English Class at Ninth Grade of SMPN 1 Porong

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Aprilyanti, Siska (2018) Teacher’s Strategies in Coaching Students’ Critical Thinking in English Class at Ninth Grade of SMPN 1 Porong. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

This study was analyzed the strategies used by the English teachers in SMPN 1 Porong in coaching students’ critical thinking. The focuses are what kinds of strategies used by the English teachers and also how those strategies are implemented. Based on the theory, there are nine strategies in coaching students’ critical thinking. Those are the problem-posing strategy, the frame strategy, the question-generating strategy, the believing and doubting strategy, the evidence-finding strategy, the case strategy, the norming session strategy, the “rough draft workshop” strategy, and the metacognitive strategy. The researcher used qualitative as the design of her research. Data collection technique used in this research was observation, interview and documentation. The observation was to know what strategies used by the English teachers in coaching students’ critical thinking and how those strategies are used. While interview and documentation use to gain more information about the strategies in coaching students’ critical thinking and how those strategies are used by the English teachers. Based on the result of the study, there were three strategies used by the English teachers in coaching students’ critical thinking. Those strategies are Question-Generating Strategy, Case Strategy and Metacognitive Strategy. In Question Generating Strategy, the English teachers do some steps such as creating a questioning environment to encourage students’ enthusiasm, making students engage in the questioning activity and monitor comprehension, tailoring the activity to individual students' needs, and also Considering teaching the prerequisite skills individually, then Guiding students throughout the questioning process and encourage involvement of passive learners, and the last is Providing students with feedback and allow for discussion. In Case Strategy, it is beginning with a simple case when giving students problems, discussing the purpose and suggested methods for doing a case assignment and introducing students to resources for team dynamics. Then, allowing sufficient class time for students to meet with their teams while establishing discussion etiquette guidelines and also taking sufficient time to introduce the narrative and establish the case facts. Then, reassuring students that “messiness” is normal for this type of assignment. And the last is giving students an opportunity to provide their reactions and feedback. In Metacognitive Strategy, the English teachers practiced this kind of teaching strategy to present the material in a depth conception and explanation to the students by having the steps of Identify, Define, Explore or Evaluate, Act, then look and learn. By using those three strategies, the students are active in class and can be more critical during the learning process.