FOSTERING STUDENTS' CRITICAL THINKING THROUGH READING TEXTS WITH MORAL VALUES

Abstract

This paper is written to achieve the objectives: 1) to explore the process of teaching CT through reading texts with moral values, (2) To describe know how students' critical thinking responds to teaching critical thinking through reading moral value texts. This research is qualitative research, particularly a case study. This research was conducted in the third semester of class A at the English Education Department of UIN Sunan Gunung Djati Bandung. The research data were obtained from observation, document analysis, and questionnaires. The data were transcribed, categorized into central themes, and interpreted into a description form and response results. The finding shows that the process of teaching CT through moral value texts is established by implementing the four features of a critical thinking classroom, such as frequent evaluative questions, encouragement of active learning, developmental tension, and fascination with the contingency conclusion (Browne & Freeman, 2000). Moreover, the data from students' papers show strengths and weaknesses of their student abilities. The students could present the aspects of critical thinking skills such as sensitivity, egocentrism, and relative thinking in their answers. In conclusion, the finding shows that teaching CT through reading moral values could foster the students' critical thinking skills. Then, it was recommended that the next research offers various methodologies of how to involve critical thinking skills in the classroom and more variety of materials should be used to encourage students' critical thinking.

Keywords

• critical thinking
• narrative text
• moral values