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All Journal Journal of ELT Research Aksara: Jurnal Ilmu Pendidikan Nonformal
Hamzah Puadi Ilyas
University of Muhammadiyah Prof. DR. HAMKA
Languange, Linguistic, Communication & Media Social Sciences Other

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Historical Perspective: The Development of Critical Thinking in Indonesian ELT Hamzah Puadi Ilyas
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.949 KB) | DOI: 10.22236/JER_Vol2Issue2pp89-102

Abstract

Even though critical thinking has been included in education system in Indonesia, it is unlikely to be widely implemented in teaching-learning processes in all levels of education in this country. Indonesian ELT (English Language Teaching) can actually play a role in promoting critical thinking in education. However, the development of ELT in this country since colonial to present era does not seem to facilitate students’ critical thinking skill. This article presents historical perspective with regard to ELT and critical thinking. The first part reviews the history of Indonesian education which did not promote critical thinking, followed by the historical development of Indonesian ELT. The third part discusses socio-political condition which could be partly solved by promoting critical thinking in education and society. The final part suggests incorporation of critical thinking into English textbooks as ELT can also be used as a vehicle for teaching critical thinking.   
Indonesian EFL Teachers' Conceptions of Critical Thinking Hamzah Puadi Ilyas
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.218 KB) | DOI: 10.22236/JER_Vol3Issue1pp29-37

Abstract

This study aims to investigate the Indonesian EFL (English as a Foreign Language) teachers’ conceptions of critical thinking. 59 teachers coming from three different provinces (Jakarta, Banten, West Java) in Indonesia participated in this study by answering open-ended questionnaire. The questionnaire asked two questions. The first question asked whether the participant recognised the term ‘critical thinking.’ The second question asked how the participant conceptualised critical thinking. The study found that only one teacher who never heard the term critical thinking. With regard to the conceptions of critical, there were some emerging themes such as analysis, evaluation, criticism, creativity, problem solving, reflection, curiosity, and even Bloom’s taxonomy. Findings of this study are similar to the critical thinking conceptions proposed by Western academics.
Mentoring Program: How it improves teachers ability to engage pupils in a variety of activities in kindergarten Somariah Fitriani; Hamzah Puadi Ilyas
Aksara: Jurnal Ilmu Pendidikan Nonformal Vol 8, No 2 (2022): May 2022
Publisher : Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/aksara.8.2.1031-1042.2022

Abstract

At the beginning of the learning process, class routines in the form of basic talks, songs and games are one way for kindergarten children to get used to practicing English at a young age and building their self-confidence to communicate with their friends. Thus, the aim of this study was to elaborate the mentoring activity in training teachers on how to incorporate various activities into the classroom routine. Four female teachers of an Islamic private Kindergarten participated in the mentoring program. This is a case study design of qualitative research with classroom observation and interviews. The study revealed that teachers were able to demonstrate some classroom activities through short dialogues, songs and games. It indicated that mentoring activity is found to provide participants with benefits and satisfaction, as well as the potential to motivate them to practice with kindergarten children in classroom. 
Co-Authors Somariah Fitriani