An Investigation of Critical Thinking Skills of Pre-Service English Teachers in The Context of Phonological Acquisition

Authors

  • Rosmania Rima University of Sultan Ageng Tirtayasa, Indonesia
  • Asep Muhyidin University of Sultan Ageng Tirtayasa, Indonesia

DOI:

https://doi.org/10.33394/jo-elt.v10i2.9432

Keywords:

Critical thinking skills, Phonological acquisition, Pre-service English teacher

Abstract

The objective of this study was to investigate the critical thinking abilities of pre-service English teachers in the context of phonological acquisition. The present study employed a quantitative descriptive approach, which included a sample of 25 pre-service English teachers in the sixth semester at the Teachers Training Faculty in Serang, Banten. The research employed a critical thinking skill assessment instrument with essay question formats, which aligned with Ennis' five indications of critical thinking skills. The findings indicated that the critical thinking abilities of pre-service English teachers were classified as low to moderate across the five parameters. There is a need for enhancement in the realm of lecture activities in order to foster the development of critical thinking abilities among pre-service English teachers.

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Published

2023-12-30

How to Cite

Rima, R., & Muhyidin, A. (2023). An Investigation of Critical Thinking Skills of Pre-Service English Teachers in The Context of Phonological Acquisition. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 10(2), 229–238. https://doi.org/10.33394/jo-elt.v10i2.9432

Issue

Vol. 10 No. 2 (2023)

Section

Articles

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