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All Journal LLT Journal: A Journal on Language and Language Teaching JET (Journal of English Teaching)
Nangimah, Musrifatun
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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DEVELOPING ENGINEERING STUDENTS’ CRITICAL THINKING FOR PUBLIC SPEAKING THROUGH PROBLEM-BASED LEARNING Nangimah, Musrifatun
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (791.099 KB)

Abstract

Critical thinking skill is crucial for higher education students. However, the development of critical thinking for engineering students has been overlooked. The previous research on students? critical thinking in higher education mainly focuses on Humanities and Social Sciences department. Therefore, this research aims to evaluate engineering students? critical thinking ability in English public speaking. A case study was carried out on 28 students (18 Males, 8 Females) of Telecommunication Engineering faculty at Institut Teknologi Telkom Purwokerto. The study found that students had the potential to be critical despite their lack of English vocabulary and poor pronunciation ability. They developed critical thinking by understanding the context given, gathering relevant sources as analysis resources, evaluating the gathered information through discussion, and generating the solutions. Evaluative teaching strategies that encourage scaffolding and learning autonomy are needed to enhance their critical thinking.DOI: doi.org/10.24071/llt.2020.230106
How should we counter challenges in teaching pronunciation for EIL? Nangimah, Musrifatun
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (763.214 KB) | DOI: 10.33541/jet.v6i1.1357

Abstract

English as an international language (EIL) deals with the use of English in wider communication both global and local contexts. In an EIL context, people with different mother tongue (L1) use English to share ideas and culture. That is why intelligible English which should be no longer norm-bound is needed. Teaching pronunciation for EIL, especially should provide variety of English accents. English teachers should be flexible to the modification needed and fully informed of what, why, and how to teach and assess comprehensible English. Unfortunately, teaching English pronunciation has always been challenging for non-native English speaker teachers. In this retrospective essay, I discussed the challenges of teaching English pronunciation: the differences between English and students’ L1 phonological system, teachers’ strong and long-standing belief about unnecessary pronunciation, teachers’ excessive workload and insufficient teaching materials, and teachers’ lack of confidence due to native speaker preference model. Ideas to think about and a simple lesson plan to teach English pronunciation that is suitable for EIL context are provided.
DEVELOPING ENGINEERING STUDENTS CRITICAL THINKING FOR PUBLIC SPEAKING THROUGH PROBLEM-BASED LEARNING Nangimah, Musrifatun
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v23i1.2472

Abstract

Critical thinking skill is crucial for higher education students. However, the development of critical thinking for engineering students has been overlooked. The previous research on students critical thinking in higher education mainly focuses on Humanities and Social Sciences department. Therefore, this research aims to evaluate engineering students critical thinking ability in English public speaking. A case study was carried out on 28 students (18 Males, 8 Females) of Telecommunication Engineering faculty at Institut Teknologi Telkom Purwokerto. The study found that students had the potential to be critical despite their lack of English vocabulary and poor pronunciation ability. They developed critical thinking by understanding the context given, gathering relevant sources as analysis resources, evaluating the gathered information through discussion, and generating the solutions. Evaluative teaching strategies that encourage scaffolding and learning autonomy are needed to enhance their critical thinking.
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