| dc.description.abstract | This research aims at investigating the implementation of critical thinking in critical
reading class. For the critical thinking theoretical framework, the researcher used
Facione (1990), and critical reading categories from Wallace (1999), and Luke, A., &
Woods (2007). The data were collected through interviews. The instrument of this
research was interview questions. Furthermore, the thematic analysis was used to
analyze the data. The participants are two lecturers who are currently teaching critical
reading and literacy in English Language Education department at the university in
Yogyakarta. This study found that both lecturers embraced challenge in teaching
critical thinking. The first challenge is students’ lack of reading which tends to make
students hardly understand language function in understanding the context of the text.
The second is students are stuck on their own beliefs when they are delivered from
other people and different perspective that are opposite from their beliefs. In order to
stimulate their critical thinking, both lecturers give them texts that have controversial
issue and project of making a poster about certain issues and its solution | en_US |
