EFL Students’ Critical Thinking in Speaking Activities (A Descriptive Study at English Conversation Club (ecc))

Abstract

This study aimed to analyze critical thinking aspects reflected in students' discussion and giving some opinions. The critical thinking aspects examined in this study covered critical thinking elements mainly proposed by Emilia (2005) as well as critical thinking dispositions mainly proposed by Ennis (1996). In particular, the purpose of this study was to find out elements of critical thinking demonstrated by students in their speaking through discussion and speaking test. This study employed a qualitative research design, particularly a descriptive qualitative. To obtain the data, students' speaking test, observation of critical thinking elements, and interviews were used. The member of English Conversation Club (ECC) in one of senior high school in Majalengka were chosen as participants. They were six students of low, middle, and high achievers who were selected purposively. The data of students' speaking test and critical thinking's element checklist were analyzed by using the theory of critical thinking movement proposed by Hughes (2014), Elder (2011), Reichenbach (2001), and Chaffee et al (2002). These were very valuable to assess students' critical thinking. The findings revealed that all critical thinking aspects covered in this study appeared in the students' opinion through speaking test. High achievers' speaking test presented more critical thinking aspects than medium and low achievers' speaking, particularly on argument and open-mindedness. This study recommended that the teaching of giving opinion should explore all stages of speaking process, especially pre-speaking stage to help students speak and elaborate arguments well.