TEACHERS’ WAYS IN MAXIMIZING STUDENTS’ CRITICAL THINKING IN APPERCEPTION STAGE

HERMANTO, PEGGY (2015) TEACHERS’ WAYS IN MAXIMIZING STUDENTS’ CRITICAL THINKING IN APPERCEPTION STAGE. Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

Specifically, the study was aimed to reveal teachers’ strategies in maximizing students’ critical thinking especially in apperception stage, the initial stage in the teaching learning process. The method used was descriptive-qualitative which focused on collecting information. The sample of the research was the certified English teachers who teach in piloting junior high schools in Purwokerto. The technique for collecting data was closed-questionnaire as the main data, semistructured interview, and participant-observation as the supporting data to gain depth information and to ensure that the teachers implemented those activities in their classroom. The results of questionnaire as the main data were converted into percentages. In summary, it was revealed that there are 17 effective teachers’ strategies which should be applied by the teacher in order to build and maximize students’ critical thinking in apperception stage. Three of them were: 1) having good skill in designing teaching learning process that appropriate with the material that will be taught. It was revealed that 100 % was got for that point. By having good ability in designing the teaching learning process, teacher will be easy to maximize students’ critical thinking 2) Using media in giving case or problem. All of the teachers strongly agreed to use the media, 100 % was got for this kind of activity. In this strategy, the teacher might use LCD, power point slide, video, picture, and others media. 3) Connecting the case or problem given with students’ experiences and environment. Nearly 65 % agreed to implement that activity. By connecting the case with students’ experiences and environment, the students would be more critical because they have known well about their experiences and environment.

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