Email this article Critical Thinking Levels of EFL Undergraduate Students of Universitas Brawijaya
Abstract
Abstract: Critical Thinking Levels of EFL Undergraduate Students of Universitas Brawijaya. Objective: This study investigated the levels of CT of undergraduate students. Methods: Employing the mix-method design and two instruments (1)Watson Glaser Critical Thinking Appraisal and (2) interview, the study involved 352 students who are in the first year of their study. Findings: Related to CTS, it showed that most of the students can determine the answer correctly in terms of (1) Deduction 63.07% (2) Arguments 62.16 percent (3) Interpreting information 59,92 percent (4) Assumptions 50,19 percent and (5) Inferences 37.15 percent. In sum, only 54.40 percent of students in their first year indicate low CT ability. It is in line with the results of the interview which postulates that 57 percent of the students do not really understand what and how to improve their CTS and they need some help to improve it. Conclusion: The University should provide learning and activities which can increase their CTS, especially the inferencing dimension.
Keywords: EFL, CTS, reading, assessment.
Abstrak: Tingkat Berpikir Kritis Mahasiswa S1 di Universitas Brawijaya. Tujuan: Penelitian ini menyelidiki tingkat berpikir kritis mahasiswa S1. Metode: Menggunakan desain penelitian campuran dan dua instrument (1) Penilaian Watson-Glaser Critical Thinking dan (2) wawancara, penelitian ini melibatkan 352 mahasiwa yang sedang berada di tahun pertama studi mereka. Temuan: Terkait keterampilan berpikir kritis, penelitian menunjukkan bahwa sebagian besar mahasiswa dapat menentukan jawaban dengan benar dalam (1) Pengambilan kesimpulan 63.07 persen (2) Argumentasi 62.16 persen (3) Menginterpretasi informasi 59.92 persen (4) Asumsi 50.19 persen dan (5) Inferensi, 37.15 persen. Secara keseluruhan, hanya 54,40 persen mahasiswa tahun pertama yang menunjukkan kemampuan berpikir kritis rendah. Sejalan dengan hasil wawancara yang menyatakan bahwa 57 persen mahasiswa tidak begitu memahami apa dan bagaimana cara meningkatkan kemampuan berpikir kritis dan mereka membutuhkan bantuan untuk meningkatkannya. Kesimpulan: Universitas seharusnya menyediakan pembelajaran dan aktifitas-aktifitas yang dapat membantu meningkatkan CTS mahasiswa, terutama dimensi inferensi.
Kata kunci: EFL, CTS, membaca, penilaian.
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