THE STUDENTS' MENTAL PROCESS OF CRITICAL THINKING SKILL ANALYZING LITERARY WORK
Abstract
Purposive behavior directly convey the students' mental process of critical thinking skill in analyzing literary work and producing composition. There is a theoretical and practical gap between the critical thinking process and products. This research descriptively designs to answer research problems. The previous study investigates the students’ written products and claims that they have a good critical thinking when they have multi references. In contrast, critical thinking is process of mental which students not only finding new information from some resources but also realizing their learning objective, identifying problems to motivate themselves to write a composition. As the results, the students who have a low level of critical thinking skill and they strongly aware of their gaps will analyze the literary work well, and a high level of critical thinking makes a power of analysis, an accurate and precise composition. Student’s mental process of critical thinking appears on the students’ process to read and cite a number of literacies, detect self-problem, encourage themselves to make a written texts based on the learning outcomes.
Keywords
Full Text:
PDFReferences
Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37. https://doi.org/10.1016/j.tsc.2020.100683
Aras, G. (2015). Personality and Individual Differences: Literature in Psychology- Psychology in Literature. Procedia - Social and Behavioral Sciences, 185, 250–257. https://doi.org/10.1016/j.sbspro.2015.03.452
Cáceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating critical thinking into the classroom: A teacher’s perspective. Thinking Skills and Creativity, 37, 100674. https://doi.org/10.1016/j.tsc.2020.100674
Cambridge Assessment International Education. (2011). Chapter 4: Innovation and creativity. In Developing the Cambridge learner attributes. Cambridge Assessment. https://www.cambridgeinternational.org/support-and-training-for-schools/teaching-cambridge-at-your-school/cambridge-learner-attributes/
D’Alessio, F. A., Avolio, B. E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA students. Thinking Skills and Creativity, 31, 275–283. https://doi.org/10.1016/j.tsc.2019.02.002
DeWaelsche, S. A. (2015). Critical thinking, questioning and student engagement in Korean university English courses. Linguistics and Education, 32, 131–147. https://doi.org/10.1016/j.linged.2015.10.003
Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35, 100627. https://doi.org/10.1016/j.tsc.2020.100627
Ellman, R. (1997). Mental Processes -- How the Mind Arises from the Brain MENTAL PROCESSES -- HOW THE MIND ARISES FROM THE BRAIN by Roger Ellman Most discussions of the mind or brain focus on the " hardware ", the neural structure and its biological / electro- chemical func. http://philsci-archive.pitt.edu/780/
Ferenz, O. (2005). EFL writers’ social networks: Impact on advanced academic literacy development. Journal of English for Academic Purposes, 4(4), 339–351. https://doi.org/10.1016/j.jeap.2005.07.002
Güven, Ş. D., Calpbinici, P., Kuzgun, H., & Çelik, G. K. (2020). Does writing patient care daily effects on critical thinking? A pilot study with 1st year nursing students. Thinking Skills and Creativity, 35, 100638. https://doi.org/10.1016/j.tsc.2020.100638
Heidari, K. (2020). Critical thinking and EFL learners’ performance on textually-explicit, textually-implicit, and script-based reading items. Thinking Skills and Creativity, 37. https://doi.org/10.1016/j.tsc.2020.100703
iafor. (2015). Fatma Özkan Kurt. Reflections_of_Mental_Processes_in_L.pdf. https://papers.iafor.org/proceedings/conference-proceedings-ecll2015/
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78–89. https://doi.org/10.1016/j.system.2019.01.006
Li, L. (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6(3), 146–158. https://doi.org/10.1016/j.tsc.2011.05.001
Liu, F., & Stapleton, P. (2018). Connecting writing assessment with critical thinking: An exploratory study of alternative rhetorical functions and objects of enquiry in writing prompts. Assessing Writing, 38, 10–20. https://doi.org/10.1016/j.asw.2018.09.001
Marcos;Fernández;González;, & Phillips-Silver. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36, 100663. https://doi.org/10.1016/j.tsc.2020.100663
Nurgiyantoro, B., Lestyarini, B., & Rahayu, D. H. (2020). Mapping junior high school students’ functional literacy competence. Cakrawala Pendidikan, 39(3), 560–572. https://doi.org/10.21831/cp.v39i3.34061
Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56–72. https://doi.org/10.1016/j.tsc.2018.02.008
Rahman, S. A., & Manaf, N. F. A. (2017). A Critical Analysis of Bloom’s Taxonomy in Teaching Creative and Critical Thinking Skills in Malaysia through English Literature. English Language Teaching, 10(9), 245. https://doi.org/10.5539/elt.v10n9p245
Rainey, E. C., Maher, B. L., & Moje, E. B. (2020). Learning disciplinary literacy teaching: An examination of preservice teachers’ literacy teaching in secondary subject area classrooms. Teaching and Teacher Education, 94, 103123. https://doi.org/10.1016/j.tate.2020.103123
Saavedra, A. R., & Saavedra, J. E. (2011). Do colleges cultivate critical thinking, problem solving, writing and interpersonal skills? Economics of Education Review, 30(6), 1516–1526. https://doi.org/10.1016/j.econedurev.2011.08.006
Walker, K. W., & Whitver, S. M. (2020). Assessing information literacy in first year writing. Journal of Academic Librarianship, 46(3). https://doi.org/10.1016/j.acalib.2020.102136
Yamaç, A., Öztürk, E., & Mutlu, N. (2020). Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge. Computers and Education, 157, 103981. https://doi.org/10.1016/j.compedu.2020.103981
DOI: https://doi.org/10.32682/jeell.v8i2.2175
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Published by English Department of STKIP PGRI Jombang
Jl. Pattimura III/20, Jombang, East Java, Indonesia
Currently, JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang is indexed by:
 |  |  |  | |
 | .jpg){kind=logo} |  |  | |
 |  |  | ||
Dedicated to:
In affiliation with:
Print ISSN 2356-5446, Online ISSN 2598-3059
Published by STKIP PGRI Jombang || http://stkipjb.ac.id/
JEELL (Journal of English Education, Language and Literature) English Departement of STKIP PGRI Jombang English Departement of STKIP PGRI Jombang is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.