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All Journal Journal of English Language Teaching and Linguistics Teaching and Learning Research Journal
Ryzka Cahyaningrum
Universitas Negeri Semarang
Education

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Needs Analysis of Development of Critical Thinking Skills Assessment Instruments on Vocational School English Subjects Ryzka Cahyaningrum; Wahyu Lestari; Supriyadi Supriyadi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.686

Abstract

This study aimed to analyze the needs for developing critical thinking skills technology-based assessment instruments in English subjects for vocational school and find out the factors that can support and inhibit developing and implementing critical thinking skills technology-based assessment instruments. This study used the qualitative research method with a case study design. The subject of study was 5 teachers and 15 eleventh-grade vocational school students at Tangerang. Observations, interviews, and documentation were conducted to collect the data. After collecting the data, the researcher used triangulation to confirm the data. The data collected were analyzed to answer the research questions using several stages, namely condensation, display, and verification. The results showed that the development of technology-based assessment instruments of critical thinking skills on vocational school English subjects needs to be developed. The schools have facilitation for conducting a technology-based assessment. Students have never taken on critical thinking skills assessment. Teachers and schools did not have the development of assessment instruments of critical thinking skills so teachers have never conducted critical thinking skills assessments on English subjects. Moreover, the students still have some obstacles in English learning such as vocabulary, pronunciation, and grammar. Therefore, the teachers should help to improve students’ vocabulary, pronunciation, and grammar before conducting a critical thinking skills assessment.
Hubungan Antara Kemampuan Berpikir Kritis Dan Hasil Belajar Kognitif Bahasa Inggris Siswa SMK Ryzka Cahyaningrum; Mia Hafizah Tumangger; Intan Pramesti Rochana
Teaching and Learning Research Journal Vol. 1 No. 2 (2025): April
Publisher : Permata Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66770/tlrj.v1i2.60

Abstract

Penelitian ini bertujuan untuk menganalisis hubungan kemampuan berpikir kritis dan hasil belajar Bahasa Inggris siswa SMK. Metode yang digunakan adalah kuantitatif korelasional. Sampel penelitian berjumlah 58 siswa dari kelas X, XI, dan XII yang dipilih dengan proportional stratified random sampling. Data dikumpulkan melalui tes berpikir kritis yang diadaptasi dari Watson-Glaser Critical Thinking Appraisal dan nilai hasil belajar Bahasa Inggris. Analisis data dilakukan menggunakan uji korelasi nonparametrik Rank Spearman. Hasil analisis menunjukkan bahwa tidak ditemukan hubungan yang signifikan untuk kemampuan berpikir kritis dan hasil belajar Bahasa Inggris siswa SMK. Temuan ini mengindikasikan bahwa hasil belajar dalam Bahasa Inggris dapat dipengaruhi oleh faktor lain, seperti penguasaan kosakata, tata bahasa, atau motivasi belajar. Penelitian ini memberikan implikasi bagi guru untuk mempertimbangkan pendekatan pembelajaran yang berdasar pada kemampuan bahasa siswa dan membantu siswa menumbuhkan atau mengembangkan kemampuan berpikir kritisnya.
Co-Authors Hartono & Wahyu Lestari Intan Pramesti Rochana Mia Hafizah Tumangger Supriyadi Supriyadi