INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING

2017 ◽  
Vol 1 ◽  
pp. 144
Author(s):  
Dewi Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
National Curriculum ◽  
Literacy Skills ◽  
Writing Class ◽  
Numeracy Skills ◽  
Development Goals ◽  
Character Building ◽  
The Third World

One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

Using Gamification to Improve Literacy Skills

2022 ◽  
pp. 289-301
Author(s):  
Jamie Mahoney ◽  
Kristina M. Buttrey
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
Learning Process ◽  
Learning By Doing ◽  
Literacy Skills ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
Pencil And Paper ◽  
Delivery Style ◽  
Tools And Methods

Students in the 21st century are learning by doing and playing. Teachers need to incorporate technology into everyday tasks. Games assist students in the learning process. Once students have learned a task through the playing process, they will remember this much easier and longer than simply doing a worksheet. Research shows students enjoy interactive and engaging activities and will choose these types of activities over pencil and paper types of activities. Teachers must prepare students for the future which involves more critical thinking and technological types of skills. Traditional teaching methods and styles have underused technology tools and pedagogical methods. The 2020 Covid pandemic and remote learning delivery style assisted teachers in developing new tools and methods to reach and teach all students with various and diverse needs.

scholarly journals Teaching Teachers To Think: Reflective Journaling As A Strategy To Enhance Students Understanding And Practice Of Academic Writing

2010 ◽  
Vol 7 (12) ◽  
Author(s):  
Danielle Watson
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Strategy ◽  
Reflective Journaling ◽  
Reflective Journal ◽  
Factors Influencing

The value of reflective journaling as an effective strategy to enhance learning has been explored by several writers. Many see it as a way of approaching learning to enhance the understanding of factors influencing or hindering the learning process and the development of meaning through critical thinking skills. The underlying purpose of the study is to explore the possibility of introducing the reflective journal into the teaching of academic writing as a strategy to improve students’ understanding of the different expository methods employed as part of the writing process.

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

scholarly journals Enkulturasi Nilai-Nilai “Keislaman” dalam Proses Pembelajaran di TK Wihdatul Ummah Kota Makassar

Emik ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 80-102
Author(s):  
Juwanita Sahid
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Core Competencies ◽  
National Curriculum ◽  
Social Institutions ◽  
Religious Values ◽  
Young Generation ◽  
Self Confidence ◽  
Character Building ◽  
Islamic Values

Early childhood education (PAUD) is a social institution that serves to instill cultural, national, and religious values in children. While the existing literatures on PAUD are more focused on the role of social institutions and formal educational institutions in the formation of children (school environment, learning process and community supporting the process), this article focuses on the process of enculturation in applying "Islamic" values in the learning process at TK Wihdatul Ummah. This study was conducted at TK Wihdatul Ummah. Using ethnographic approach, data was collcted using in-depth interview ansd observation. The study involved ten informants who are varied on the basis of age (between 27 and 69 years), and status, consisting of a school principals, three teachers, five parents and a student’ guardian. The study shows that TK Wihdatul Ummah has succeeded in carrying out Wahdah Islamiyah's main mission in the field of education, mainly in developing young generation from an early age by fostering faith (aqidah), monotheism (tauhid), faith (iman) and good deeds (amal sholeh). Character building based on "Islamic" values is the main orientation that is encultured by TK Wihdatul Ummah to early childhood and still refers to the PAUD National Curriculum. TK Wihdatul Ummah has been able to transmit an "Islamic" curriculum that focuses on two core competencies, namely to love the Qur'an and the Hadith and practice Islamic values as the character of pious children. Achievement of competence to love the Qur'an and the Hadith is shown in basic competency activities, namely: memorizing the surahs in juz 30 and reciting the Hadiths of the Prophet, taddabur Al-Qur'an and Hadith, studying hijaiyyah letters, and knowing practical worship according to the guidance of the Prophet. While the attainment of the “Islamic” values as the character of pious children, is shown by Islamic behaviour in daily life, and Islamic independent behavior. Students’ learning achievements at TK Wihdatul Ummah include discipline, independence and self-confidence; trust and closeness to the teacher; able to socialize; able to appreciate and understand others; able to understand rewards and punishment; and able to practice Islamic values as sholeh children character. From the emic point of view based on emic perspective (teachers and parents), the achievement in terms of children character building at TK Wihdatul Ummah focuses on religious values (praying independently and according to guidance, worshiping and remembrancing) and morals values (getting used to behaving well, polite, honest, like to give/help and respect) and social emotional values (independence, self-confidence able to socialize, respect and understand others, control themselves naturally, understand the rules and discipline). By studying at TK Wihdatul Ummah, it is not only students, but also parents show significant changes in their everyday behaviour.

scholarly journals The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 975-981
Author(s):  
Fahmy Imaniar ◽  
Lies Amin Lestari ◽  
Ahmad Munir
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Writing Class ◽  
Efl Students ◽  
The Subject ◽  
The One ◽  
Almost All

Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2014 ◽  
Vol 7 (2) ◽  
pp. 245
Author(s):  
Adi Purnomo
Keyword(s):  
Action Research ◽  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Class Action ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
Group 2

This study was aimed at describing what kinds of thematic progressionpatterns mostly employed by the students, describing how to applythematic progression theory and personal blog in the sentence-basedwriting class, and finding out whether the use of thematic progressiontheory and personal blog give positive significances to coherence of thestudents‘ sentences. This is an action research study employing twocycles. The subject of the study was 24 students of group 2, in a class ofsentence-based writing (SBW), and the object of the study was students‘sentences created by the students in the teaching and learning process(TLP). The result of the study shows that thematic progression patternsmoslty employed by the students are constant theme pattern followed byzig zag and multiple theme patterns. In TLP, the materials were devidedand given to the students in two cycles. The first cycle focused onintroducing the thematic progression theory and its kinds of patterns.Then, in the next cycle the students focused on sharing ideas with otherclassmates via individual blogs. Based on the result of the study, teachingSBW using thematic progression theory gives its positive significance byvaried patterns used by the students. It can be seen from the analysis ofthe students‘ sentences from pretest, paragraf 1, paragraf 2, paragraf 3and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs basedon the pre and post test questionnaire data. It is hoped that the result ofthe study gives positive contribution to the students in preparing them towrite in bigger contexts - paragraph-based writing, genre-based writngand academic writing in the next coming semesters.Keywords: Mind mapping ; writing skills ; Class Action Research.  

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2012 ◽  
Vol 5 (2) ◽  
pp. 55-74
Author(s):  
Arif Suryo Priyatmojo
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
The Subject ◽  
Group 2 ◽  
Progression Patterns

This study was aimed at describing what kinds of thematic progression patterns mostly employed by the students, describing how to apply thematic progression theory and personal blog in the sentence-based writing class, and finding out whether the use of thematic progression theory and personal blog give positive significances to coherence of the students’ sentences. This is an action research study employing two cycles. The subject of the study was 24 students of group 2, in a class of sentence-based writing (SBW), and the object of the study was students’ sentences created by the students in the teaching and learning process (TLP). The result of the study shows that thematic progression patterns moslty employed by the students are constant theme pattern followed by zig zag and multiple theme patterns. In TLP, the materials were devided and given to the students in two cycles. The first cycle focused on introducing the thematic progression theory and its kinds of patterns. Then, in the next cycle the students focused on sharing ideas with other classmates via individual blogs. Based on the result of the study, teaching SBW using thematic progression theory gives its positive significance by varied patterns used by the students. It can be seen from the analysis of the students’ sentences from pretest, paragraf 1, paragraf 2, paragraf 3 and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs based on the pre and post test questionnaire data. It is hoped that the result of the study gives positive contribution to the students in preparing them to write in bigger contexts - paragraph-based writing, genre-based writng and academic writing in the next coming semesters. Keywords:  Thematic Progression; Theme-Rheme; Thematization; Personal Blog  

scholarly journals Improving Coherence of The Students’ Sentences by Applying Thematic Progression And Personal Blog In The Sentence-Based Writing Class

2014 ◽  
Vol 7 (2) ◽  
pp. 245
Author(s):  
Adi Purnomo
Keyword(s):  
Action Research ◽  
Academic Writing ◽  
Learning Process ◽  
Teaching And Learning ◽  
Class Action ◽  
Positive Contribution ◽  
Thematic Progression ◽  
Writing Class ◽  
Post Test ◽  
Group 2

This study was aimed at describing what kinds of thematic progressionpatterns mostly employed by the students, describing how to applythematic progression theory and personal blog in the sentence-basedwriting class, and finding out whether the use of thematic progressiontheory and personal blog give positive significances to coherence of thestudents‘ sentences. This is an action research study employing twocycles. The subject of the study was 24 students of group 2, in a class ofsentence-based writing (SBW), and the object of the study was students‘sentences created by the students in the teaching and learning process(TLP). The result of the study shows that thematic progression patternsmoslty employed by the students are constant theme pattern followed byzig zag and multiple theme patterns. In TLP, the materials were devidedand given to the students in two cycles. The first cycle focused onintroducing the thematic progression theory and its kinds of patterns.Then, in the next cycle the students focused on sharing ideas with otherclassmates via individual blogs. Based on the result of the study, teachingSBW using thematic progression theory gives its positive significance byvaried patterns used by the students. It can be seen from the analysis ofthe students‘ sentences from pretest, paragraf 1, paragraf 2, paragraf 3and posttest. The students also give positive responses upon its teaching and learning process using thematic progression and personal blogs basedon the pre and post test questionnaire data. It is hoped that the result ofthe study gives positive contribution to the students in preparing them towrite in bigger contexts - paragraph-based writing, genre-based writngand academic writing in the next coming semesters.Keywords: Mind mapping ; writing skills ; Class Action Research.  

scholarly journals Exploring Teaching Learning Process in Developing Higher Order Thinking Skill (HOTS) to Higher Secondary School (SMA) Students in Pontianak

2019 ◽  
Vol 4 (1) ◽  
pp. 228
Author(s):  
Clarry Sada
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Learning Process ◽  
Current Knowledge ◽  
National Curriculum ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Thinking Skill ◽  
Models Of Teaching ◽  
Teaching Learning

This study focuses on the Teaching Learning (TL) process in developing Higher Order Thinking Skill to SMA Students which is done by the secondary school teachers in Pontianak City. The National Curriculum, namely, Curriculum 2013, well known by its' abbreviation C-13, has got some significant revisions. Among those revisions, the aspect of critical thinking which emphasizes higher order thinking skill (HOTS) became the concern. The curriculum has arranged the procedures and principles of HOTS. As mentioned that the C-13 should be in line with the global competencies, thus, the teachers should understand and implement them in their teaching process. Thus, in this study, the researcher intends to explore the teachers’ knowledge and how the implementation of curriculum 2013 in the teaching-learning process. In exploring these matters, the main instrument used is questionnaires. The questionnaires contained 21 items which were focused on exploring teachers’ current knowledge about curriculum 2013, the implementation of a teaching-learning process and understood the procedures of HOTS. There were 31 English teachers as the subject of this study. The results show that (1) understand vision and mission of C-13 (73%, (2) implementing a process of HOTS (36%), (3) understand characteristics of critical thinking (55%) and (4) understand models of teaching (45%). Thus, the knowledge about C-13 with its principles on HOTS is averagely good.

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