The Implementation of Critical Thinking in Critical Reading Class

Abstract

This research aims at investigating the implementation of critical thinking in critical reading class. For the critical thinking theoretical framework, the researcher used Facione (1990), and critical reading categories from Wallace (1999), and Luke, A., & Woods (2007). The data were collected through interviews. The instrument of this research was interview questions. Furthermore, the thematic analysis was used to analyze the data. The participants are two lecturers who are currently teaching critical reading and literacy in English Language Education department at the university in Yogyakarta. This study found that both lecturers embraced challenge in teaching critical thinking. The first challenge is students’ lack of reading which tends to make students hardly understand language function in understanding the context of the text. The second is students are stuck on their own beliefs when they are delivered from other people and different perspective that are opposite from their beliefs. In order to stimulate their critical thinking, both lecturers give them texts that have controversial issue and project of making a poster about certain issues and its solution