| dc.contributor.advisor | IKA WAHYUNI LESTARI | |
| dc.contributor.author | SETIAWAN, MUHAMMAD CATUR | |
| dc.date.accessioned | 2017-01-09T03:01:04Z | |
| dc.date.available | 2017-01-09T03:01:04Z | |
| dc.date.issued | 2016 | |
| dc.identifier.uri | http://repository.umy.ac.id/handle/123456789/7931 | |
| dc.description | Critical thinking has been regarded as an essential aspect of education. However, it is not easy to develop students’ critical thinking. This study was conducted to find out the teachers’ strategies and challenges to develop students’ critical thinking at the English Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY). The method used in this research was descriptive qualitative that the data were gathered through interviewing two teachers of the EED of UMY selected by purposive sampling. Indeed, the participants were chosen based on two criteria. First, they should have taught at the EED of UMY for at least three years. Second, they should be teachers who created learning activities in the class requiring their students to think critically. The data collected from the interviews were analyzed into three steps of coding which are open coding, axial coding, and selective coding. The first finding of this study is about the strategies used by teachers in developing students’ critical thinking at the EED of UMY. There were six strategies which were a questioning strategy, classroom discussion, writing assignments, problem based learning, reading assignments, and providing feedback. The second finding is about the challenges faced by teachers of the EED of UMY in developing students’ critical thinking. There were five challenges, namely difficulty in incorporating aspects of critical thinking, finding the right resources, students’ passive behaviors, time constraints, and difficulty in designing class activities. | en_US |
| dc.description.abstract | Critical thinking has been regarded as an essential aspect of education. However, it is not easy to develop students’ critical thinking. This study was conducted to find out the teachers’ strategies and challenges to develop students’ critical thinking at the English Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY). The method used in this research was descriptive qualitative that the data were gathered through interviewing two teachers of the EED of UMY selected by purposive sampling. Indeed, the participants were chosen based on two criteria. First, they should have taught at the EED of UMY for at least three years. Second, they should be teachers who created learning activities in the class requiring their students to think critically. The data collected from the interviews were analyzed into three steps of coding which are open coding, axial coding, and selective coding. The first finding of this study is about the strategies used by teachers in developing students’ critical thinking at the EED of UMY. There were six strategies which were a questioning strategy, classroom discussion, writing assignments, problem based learning, reading assignments, and providing feedback. The second finding is about the challenges faced by teachers of the EED of UMY in developing students’ critical thinking. There were five challenges, namely difficulty in incorporating aspects of critical thinking, finding the right resources, students’ passive behaviors, time constraints, and difficulty in designing class activities. | en_US |
| dc.language.iso | other | en_US |
| dc.publisher | FAKULTAS BAHASA UMY | en_US |
| dc.subject | CRITICAL THINKING | en_US |
| dc.subject | STRATEGIES IN DEVELOPING CRITICAL THINKING | en_US |
| dc.subject | CHALLENGES IN DEVELOPING CRITICAL THINKING | en_US |
| dc.title | TEACHERS’ STRATEGIES AND CHALLENGES TO DEVELOP STUDENTS’ CRITICAL THINKING AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA | en_US |
| dc.type | Thesis
SKR
094 | en_US |
