Susanti, Arik (2024) E-module on english language teaching methods to promote critical thinking skills among student teachers / Arik Susanti. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Proficiency in critical thinking skills is essential for prospective English teachers as they can analyze and select the most effective strategies to achieve educational goals and develop tests. Hence textbooks serve as essential pedagogical tools in the field of language education such as problem scenarios case studies and real-world illustrations that have the potential to enhance critical thinking skills among student teachers. The objectives of this study are as follows (1) to assess the quality of an e-module for ELT Methods (2) to determine whether the ELT Methods e-module can enhance the critical thinking skills (3) to elucidate the various factors contributing students rsquo critical thinking skills (4) to describe ELT Methods e-module fosters reflective learning (5) to assess the effectiveness of the ELT Methods e-module. The research design was focused on Research and Development (R amp D) to develop an e-module for ELT Methods that improves critical thinking skills in student-teachers using the ADDIE Models which include analysis design development implementation and evaluation. The study was conducted at a public university in Surabaya that offers a specialised programme in English Education. During the needs analysis stage 54 students completed surveys 2 ELT Methods textbooks were analysed and 7 students took part in interviews. The developed ELT Methods e-module was validated by three validators specialising in material pedagogical and presentation aspects. The ELT Methods e-module was implemented with 124 students who were chosen to participate in the study. They were divided equally into two groups the experimental class with 62 students and the control class with another 62 students. Participants can then evaluate the ELT Methods e-module. The study employed content analysis a Likert scale questionnaire interview protocols validation sheets a pre-post test in essay format and a reflective learning journal as research instruments. The data obtained from the questionnaire and validation process were analysed using descriptive statistics. Inferential statistics were used to analyse pre-post test data while data from interviews and reflective journals will be examined through coding theme analysis and interpretation. The results of the needs analysis indicate that student teachers English critical thinking abilities were adequate due to the absence of interactive and group work assignments in the ELT Methods textbook. They prioritise memorising to ensure their critical thinking skills are adequate that could not enhance their critical thinking skills. Thus it was developed ELT Methods e-module that exhibits a high level of quality which is evident in three key areas pedagogy content and presentation. It also enhances student teachers critical thinking to a substantial degree. The average score of the experimental group is 84.97 whereas the control group has an average score of 76.48. The result is calculated using the t-value and the two-tailed significance results reveal that it is 0.000. This suggests that there is a large disparity between the experimental class and the control class. Various strategies are employed to foster students critical thinking skills including summarizing through one-minute papers administering quizzes via Google Forms engaging in online discussions conducting case studies or projects facilitating online collaboration and promoting reflective learning. Reflective learning enables students to identify and articulate their strengths and weaknesses as well as develop strategies to address them in their future endeavors. The findings indicate that the ELT Methods e-module has the potential to enhance students critical thinking skills and learner autonomy as the teacher s guidance plays a crucial role in this process. Participating in course activities also enhances their technological proficiency. This study implies that to enhance students critical thinking abilities using the ELT Methods e-module a combination of tactics including the one minute paper discussion online collaboration case study analysis and real project implementation can be employed. Technology can facilitate communication and collaboration between learners teachers peers and tasks. However a successful implementation of blended learning necessitates the presence of internet connectivity. It is recommended to conduct a comparable study on a larger scale by incorporating a wider number of participants including student teachers from diverse fields and across multiple universities in Indonesia.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 28 Mar 2024 04:29 |
| Last Modified: | 05 May 2025 06:52 |
| URI: | http://repository.um.ac.id/id/eprint/349338 |
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