Rezza Fatwassani, 0203514083 (2019) STUDENTS’ PERCEPTIONS OF REFLECTIVE PRACTICE IMPLEMENTATION TO LEARN CRITICAL THINKING SKILLS IN CLASS DISCUSSION A case of the twelfth grade students of SMAN 2 Masbagik, East Lombok. Masters thesis, Universitas Negeri Semarang.

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Abstract

Fatwassani, Rezza. 2018. Students' Perceptions of Reflective Practice Implementation to Learn Critical Thinking Skills in Class Discussion. Thesis. English Language Education. Graduate Program. Semarang State University. Advisor I: Sri Wuli Fitriati, S.Pd., M.Pd., Ph.D., Advisor II: Dr. Dwi Anggani Linggar Bharati, M.Pd. Keywords: Students’ Perceptions, Reflective Practice, Critical Thinking, Class Discussion The concept of reflection through reflective practice implementation is used as one alternative techniques to learn critical thinking when joining the class discussion. Implementing the reflective practice tends to cover students’ cognitive, psychomotor, and affective dimension to supports their speaking participation and cooperative learning. However, their perceptions of the above classroom activity have to be a fundamental issue for the success of teaching and learning. The purpose of this study is to describe and explain students’ reflective practice implementation to learn critical thinking skills in class discussion, the manifestation of students’ critical thinking when implementing the reflective practice in class discussion, and their perceptions of the reflective practice implementation in class discussion. This study is a descriptive qualitative case study, particularly a classroom case study of the twelfth grade students in an English subject. To collect the data, a field-notes and video recordings were delivered to get information about students’ implementation of reflective practice and the manifestation of their critical thinking, while open-ended questionnaire and structured interview were employed to get information about their perceptions. The results revealed in several findings; first, students attending personal experience that related to the given topic of discussion by considering three stages of reflection process in implementing the reflective practice. It consisted of stating positive behavior, ideas, and feelings (first stage), returning to experience, attending to feelings, and reevaluating experiences, events or phenomena (second stage), and making a conclusion, or making a commitment (third stage). Second, the students’ critical thinking skills is manifested through three ways. It consists of verbal reasoning (giving statement, affirming and denying statement), arguments (arguing by assumption), and making a decision and problem-solving activity. Third, students have positive perceptions of the items dealing with the reflective practice implementation to learn critical thinking in class discussions. In conclusion, students and teachers are the main actors to play role in the success of classroom activities. In this case, they should consider constructing positive perception from the beginning of the activity. Furthermore, the reflective practice implementation in class discussion should be based on clear instructions and theoretical background to meet the teaching and learning goal, especially for students who aim to learn critical thinking.

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