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

Rosmania Rima, Asep Muhyidin

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.


Keywords


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

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

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 Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.