Developing E-Module in Blended Learning to Promote Students’ Critical Thinking Skills for EFL Student Teachers

Arik Susanti, Sri Rachmajanti

Abstract


English student-teachers must have critical thinking skills to create creative and innovative learning plans. However, their critical thinking is still low due to a teacher-centred learning process. The study aims to develop an e-module that encourages students’ critical thinking skills in blended learning.  It was research and development design according to ADDIE model including analysis, design, development, implementation, and evaluation. The subjects were 36 students enrolled in English Language Teaching Methods course in one of public universities in Surabaya, Indonesia. The instruments included questionnaires, validation sheets, multiple-choice and essay tests. Pair sample t-test based on SPSS 20 analysed numerical data, while descriptive statistics analysed textual data. The findings indicate that e-module's quality falls within the "good" category (4.3). The result of pre-test score was 67.08 and a post-test was 78.80.  The results of paired sample t-test indicate that the average score is 11.72 with a 2-tailed significance level is .000. The t- value is less than 0.05, therefore the null hypothesis (Ho) is rejected and the alternative hypothesis (H1) can be accepted. It is concluded e-modules in blended learning can significantly improve English student-teachers' critical thinking skills since they can learn anywhere and anytime. It is advised to use many strategies to motivate students to be critical thinkers.


Keywords


Blended learning; critical thinking; learning materials

Full Text:

PDF

References


Alharbi, M. M. (2022). Investigating the potential of blended learning to develop critical thinking skills among student teachers in Saudi Arabia [Thesis, University of Leicester]. https://doi.org/10.25392/leicester.data.19144478.v1

Anderson, T., Howe, C., Soden, R., Halliday, J., & Low, J. (2001). Peer interaction and the learning of critical thinking skills in further education students. Instructional Science, 29(1), 1–32. https://doi.org/10.1023/A:1026471702353

Borg, W. R., Gall, M. D., & Gall, J. P. (2003). Educational Research: An Introduction. New York.

Bernardez. (2007). Should we have a universal model for HPT. Performance Improvement, 46(9), 9–16. https://doi.org/10.1002/pfi

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers and Education, 86, 1–17. https://doi.org/10.1016/j.compedu.2015.03.006

Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting critical thinking in an online, project-based course. Computers in Human Behavior, 119. https://doi.org/10.1016/j.chb.2021.106705

Danaye Tous, M., Tahriri, A., & Haghighi, S. (2015). The effect of instructing critical thinking through debate on the EFL learners’ reading comprehension. Journal of the Scholarship of Teaching and Learning, 15(4), 21–40. https://doi.org/10.14434/josotl.v15i4.13191

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4

Facione, P. A. (2011). Critical thinking : What it is and why it counts. Insight assessment. https://www.insightassessment.com/CT-Resources/Teaching-For-and-About-Critical-Thinking/Critical-Thinking-What-It-Is-and-Why-It-Counts/Critical-Thinking-What-It-Is-and-Why-It-Counts-PDF

Fahim, M., Miri, M., & Najafi, Y. (2014). Contributory role of collaborative assessment in improving critical thinking and writing. International Journal of Applied Linguistics and English Literature, 3(1), 1–11. https://doi.org/10.7575/aiac.ijalel.v.3n.1p.1

Gradaleva, E., & Polukhina, M. (2020). Development of a professional training course to enhance pjbl competencies of teachers at a technical university. In Proceedings of the International Scientific Conference, 1, 169. https://doi.org/10.17770/sie2020vol1.4810

Gummineni, M. (2020). Implementing bloom’s taxonomy tool for better learning outcomes of plc and robotics course. International Journal of Emerging Technologies in Learning, 15(5), 184–192. https://doi.org/10.3991/IJET.V15I05.12173

Haghparast, M., Nasaruddin, F. H., & Abdullah, N. (2014). Cultivating critical thinking through e-learning environment and tools: A review. Procedia - Social and Behavioral Sciences, 129, 527–535. https://doi.org/10.1016/j.sbspro.2014.03.710

Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53(4), 449–455. https://doi.org/10.1037//0003-066x.53.4.449

He, P., & Lin, A. M. Y. (2013). Tensions in school-university partnership and EFL pre-service teacher identity formation: A case in mainland China. Language Learning Journal, 41(2), 205–218. https://doi.org/10.1080/09571736.2013.790134

Howard-Jones, P., Ott, M., van Leeuwen, T., & De Smedt, B. (2015). The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning. Learning, Media and Technology, 40(2), 131–151. https://doi.org/10.1080/17439884.2014.919321

Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5(July), 1–17. https://doi.org/10.3389/feduc.2020.00089

Kettanun, C. (2015). Project-based learning and its validity in a Thai EFL classroom. Procedia - Social and Behavioral Sciences, 192, 567–573. https://doi.org/10.1016/j.sbspro.2015.06.094

Khonamri, F., & Karimabadi, M. (2015). Collaborative strategic reading and critical reading ability of intermediate Iranian learners. Theory and Practice in Language Studies, 5(7), 1375–1382. https://doi.org/10.17507/tpls.0507.09

Krismadinata, Verawardina, U., Jalinus, N., Rizal, F., Sukardi, Sudira, P., Ramadhani, D., Lubis, A. L., Friadi, J., Arifin, A. S. R., & Novaliendry, D. (2020). Blended learning as instructional model in vocational education: Literature review. Universal Journal of Educational Research, 8(11B), 5801–5815. https://doi.org/10.13189/ujer.2020.082214

Kupriyanov, R. (2021). The role of metacognition and critical thinking for Engineering students in EFL learning. Advances in Intelligent Systems and Computing, 1329, 96–106. https://doi.org/10.1007/978-3-030-68201-9_10

Lunenburg, F. C. (2011). Critical thinking and constructivism techniques for improving student achievement. National Forum of Teacher Education, 21(3), 1–9. http://www.nationalforum.com/Electronic Journal Volumes/Lunenburg, Fred C. Critical Thinking & Constructivism V21 N3 2011 NFTJ.pdf

Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1–13. https://doi.org/10.1016/j.tsc.2010.08.002

Miri, F., & Azizi, D. B. (2018). The effect of teaching critical thinking on Iranian EFL learners’ essay writing. Theory and Practice in Language Studies, 8(5), 509–515. https://doi.org/10.17507/tpls.0805.08

Mohseni, F. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1720946

Nakata, Y. (2020). Promoting self-regulation in low achievers: A case study of Japanese university EFL students. International Journal of Applied Linguistics, 30(1), 110–126. https://doi.org/10.1111/ijal.12269

Osborne, D. M., Byrne, J. H., Massey, D. L., & Johnston, A. N. B. (2018). Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study. Nurse Education Today, 70, 40–46. https://doi.org/10.1016/j.nedt.2018.08.014

Pratiwi, D., Saukah, A., Rachmajanti, S., & Anugerahwati, M. (2020). Classroom management in the student- teachers ’ teaching practicum : Challenges and recommendations for teacher education. International Journal of Innovation, Creativity and Change, 13(11), 1185–1202.

Ramdhani, A., & Ahmad, H. A. (2017). Penerapan teknologi 360° video dan virtual reality pada pertunjukan Wayang Golek Cepak Tegal [Application of 360° technology video and virtual reality in the Cepak Tegal Puppet Show]. Senit, 2(01), 15–17. http://conference.poltektegal.ac.id/index.php/senit2017

Ricci, F. A. (2013). Encouraging critical thinking in distance learning: ensuring challenging intellectual programs. Distance Learning VO - 10, 10(1), 1. https://phstwlp2.partners.org:2443/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.369914203&site=eds-live&scope=site

Saadat, M., Mehrpour, S., & Khajavi, Y. (2016). Internet-mediated corrective feedback for digital natives. TESOL Journal, 7(1), 233–245. https://doi.org/10.1002/tesj.232

Samadi, S., & Ghaemi, F. (2016). The impact of embedded story structures versus sequential story structures on critical thinking of Iranian intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 5(5), 171–178. https://doi.org/10.7575/aiac.ijalel.v.5n.5p.171

Sari, Y. P., Sunaryo, Serevina, V., & Astra, I. M. (2019). Developing e-module for fluids based on problem-based learning (PBL) for senior high school students. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012052

Shin, S. K. (2015). Teaching critical, ethical and safe use of ICT in pre-service teacher education. Language, Learning and Technology, 19(1), 181–197.

Shirkhani, S., & Fahim, M. (2011). Enhancing critical thinking in foreign language learners. Procedia - Social and Behavioral Sciences, 29, 111–115. https://doi.org/10.1016/j.sbspro.2011.11.214

Singh, C. K. S., Singh, R. K. A., Singh, T. S. M., Mostafa, N. A., & Mohtar, T. M. T. (2018). Developing a higher order thinking skills module for weak ESL learners. English Language Teaching, 11(7), 86. https://doi.org/10.5539/elt.v11n7p86

Susanti, A., Retnaningdyah, P., Ayu, A. N. P., & Trisusana, A. (2020). Improving EFL students’ higher order thinking skills through collaborative strategic reading in Indonesia. International Journal of Asian Education, 1(2), 43–52. https://doi.org/10.46966/ijae.v1i2.37

Sutrisno, D. (2020). Engaging literature circle to teaching critical reading in the EFL university student, 443, 752–756.

Ting, Y. L. (2015). Tapping into students’ digital literacy and designing negotiated learning to promote learner autonomy. Internet and Higher Education, 26, 25–32. https://doi.org/10.1016/j.iheduc.2015.04.004

Undang-undang Republik Indonesia no 20 tahun 2003 tentang Sistem Pendidikan Nasional [Law of the Republic of Indonesia No. 20 of 2003 concerning the National Education System]. https://peraturan.bpk.go.id/Details/43920/uu-no-20-tahun-2003

Voss, E. (2019). Flipping academic English language learning experiences from an American University. Springer Briefs in Education, 24(2), xiii+81.

Wang, X., & Zheng, H. (2016). Reasoning critical thinking: Is it born or made? Theory and Practice in Language Studies, 6(6), 1323–1331. https://doi.org/10.17507/tpls.0606.25

Yang, Y. F. (2012). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393–410. https://doi.org/10.1080/09588221.2011.597767

Yaprak, Z., & Kaya, F. (2020). Improving EFL learners’ oral production through reasoning-gap tasks enhanced with critical thinking standards: Developing and implementing a critical TBLT model, pre-task plan, and speaking rubric. Advances in Language and Literary Studies, 11(1), 40. https://doi.org/10.7575/aiac.alls.v.11n.1p.40


Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.