Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching
The transformation of the latest Indonesian curriculum led to inevitable schemes, including the establishment of an activator teachers’ program. It is expected that teachers of better quality are produced in support of the aims of students' learning abilities, including critical thinking. Using...
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| Format: | Article |
| Language: | English |
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Institut Agama Islam Negeri (IAIN) Kediri
2025-05-01
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| Series: | JEELS (Journal of English Education and Linguistics Studies) |
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| Online Access: | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/4603 |
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| author | Silviya izza ulinnuha Siti Muniroh Suharyadi |
| author_facet | Silviya izza ulinnuha Siti Muniroh Suharyadi |
| author_sort | Silviya izza ulinnuha |
| collection | DOAJ |
| description | The transformation of the latest Indonesian curriculum led to inevitable schemes, including the establishment of an activator teachers’ program. It is expected that teachers of better quality are produced in support of the aims of students' learning abilities, including critical thinking. Using qualitative and quantitative methods, this study is conducted to find the profiles and practices of EFL activator teachers. It involves 37 EFL activator teachers in East Java. While questionnaires are used to find the profiles of activator teachers, semi-structured interviews and observations are conducted to reveal how best EFL activator teachers implement critical thinking in the classroom. The findings show that activator teachers in general have a strong positive perception toward critical thinking in everyday classrooms; they also have medium practices of critical thinking teaching. Further investigation reveals that activator teachers do share a great amount of awareness in critical thinking. There are 4 strategies used by the teachers in prompting critical thinking; they are questioning, project/problem-based, group work, and the use of students’ feedback or reflection. The study implies the need for strengthened professional development to bridge the gap between teachers’ awareness and actual classroom practices in promoting critical thinking. |
| format | Article |
| id | doaj-art-69ccbfca8c90450d8bb41067fe362e0d |
| institution | OA Journals |
| issn | 2407-2575 2503-2194 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Institut Agama Islam Negeri (IAIN) Kediri |
| record_format | Article |
| series | JEELS (Journal of English Education and Linguistics Studies) |
| spelling | doaj-art-69ccbfca8c90450d8bb41067fe362e0d2025-08-20T02:20:20ZengInstitut Agama Islam Negeri (IAIN) KediriJEELS (Journal of English Education and Linguistics Studies)2407-25752503-21942025-05-0112136238110.30762/jeels.v12i1.46034608Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking TeachingSilviya izza ulinnuha0Siti Muniroh1Suharyadi2Universitas Negeri MalangUniversitas Negeri MalangUniversitas Negeri MalangThe transformation of the latest Indonesian curriculum led to inevitable schemes, including the establishment of an activator teachers’ program. It is expected that teachers of better quality are produced in support of the aims of students' learning abilities, including critical thinking. Using qualitative and quantitative methods, this study is conducted to find the profiles and practices of EFL activator teachers. It involves 37 EFL activator teachers in East Java. While questionnaires are used to find the profiles of activator teachers, semi-structured interviews and observations are conducted to reveal how best EFL activator teachers implement critical thinking in the classroom. The findings show that activator teachers in general have a strong positive perception toward critical thinking in everyday classrooms; they also have medium practices of critical thinking teaching. Further investigation reveals that activator teachers do share a great amount of awareness in critical thinking. There are 4 strategies used by the teachers in prompting critical thinking; they are questioning, project/problem-based, group work, and the use of students’ feedback or reflection. The study implies the need for strengthened professional development to bridge the gap between teachers’ awareness and actual classroom practices in promoting critical thinking.https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/4603activator teachercritical thinkingefl classroom |
| spellingShingle | Silviya izza ulinnuha Siti Muniroh Suharyadi Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching JEELS (Journal of English Education and Linguistics Studies) activator teacher critical thinking efl classroom |
| title | Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching |
| title_full | Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching |
| title_fullStr | Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching |
| title_full_unstemmed | Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching |
| title_short | Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching |
| title_sort | unpacking best applies efl activator teachers profiles and practices on critical thinking teaching |
| topic | activator teacher critical thinking efl classroom |
| url | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/4603 |
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