CRITICAL THINKING SKILLS IN THE TASKS OF WORK IN PROGRESS ENGLISH TEXTBOOK FOR TENTH-GRADERS: A CONTENT ANALYSIS

IMELDA VERISTA NIDI, . (2025) CRITICAL THINKING SKILLS IN THE TASKS OF WORK IN PROGRESS ENGLISH TEXTBOOK FOR TENTH-GRADERS: A CONTENT ANALYSIS. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

This study investigates how the Work in Progress English textbook for tenth-graders promotes critical thinking skills through its tasks using qualitative content analysis. Ilyas’ (2016) critical thinking framework and Nunan’s (1999) task typology were utilized to assess 111 tasks from the textbook. The findings reveal that only 24 tasks (21.62%) promote critical thinking skills. Among the indicators found, “Reasons and Evidence” appeared most frequently, while “Question” did not appear at all. Other critical thinking skills indicators appeared unevenly, reflecting inconsistent integration of critical thinking skills across the textbook’s tasks. The critical thinking skills were mainly promoted in Interpersonal-Cooperating, Affective-Personalizing, and Cognitive-Predicting task types. The results suggest that the integration of critical thinking skills in this textbook does not fully support the aims of critical reasoning in the Merdeka Curriculum. The consistent absence of the indicator “Question” reflects that locally produced EFL textbooks inadequately promote critical thinking skills compared to a native-authored textbook. Therefore, the textbook can be improved through revision and supplemented with additional materials to further support the development of students’ critical thinking skills. ***** Penelitian ini mengkaji bagaimana buku teks Bahasa Inggris Work in Progress untuk siswa kelas X mengembangkan keterampilan berpikir kritis melalui tugas-tugasnya menggunakan analisis konten kualitatif. Kerangka kerja berpikir kritis Ilyas (2016) dan tipologi tugas Nunan (1999) digunakan untuk mengevaluasi 111 tugas dari buku teks tersebut. Hasil penelitian menunjukkan bahwa hanya 24 tugas (21.62%) yang mendukung pengembangan keterampilan berpikir kritis. Di antara indikator yang ditemukan, “Alasan dan Bukti” paling sering muncul, sementara “Pertanyaan” sama sekali tidak muncul. Indikator keterampilan berpikir kritis lainnya muncul secara tidak merata, mencerminkan integrasi yang tidak konsisten dari keterampilan berpikir kritis di seluruh tugas dalam buku teks. Keterampilan berpikir kritis sebagian besar dipromosikan dalam jenis tugas Interpersonal-Cooperating, Affective-Personalizing, dan Cognitive-Predicting. Hasil penelitian menunjukkan bahwa integrasi keterampilan berpikir kritis dalam buku teks ini belum sepenuhnya mendukung tujuan bernalar kritis dalam Kurikulum Merdeka. Konsistennya ketiadaan indikator “Pertanyaan” mencerminkan bahwa buku teks bahasa Inggris sebagai bahasa asing yang disusun oleh penulis lokal kurang memadai dalam mendorong keterampilan berpikir kritis dibandingkan dengan buku teks yang ditulis oleh penutur asli. Oleh karena itu, buku teks ini dapat disempurnakan melalui revisi dan didukung oleh materi tambahan untuk lebih mendukung pengembangan kemampuan berpikir kritis siswa.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Suci Maharani, M.Pd. 2). Farida Nova Kurniawati, M.Pd.
Subjects:	Bahasa dan Kesusastraan > Bahasa Inggris
Divisions:	FBS > S1 Pendidikan Bahasa Inggris
Depositing User:	Imelda Verista Nidi .
Date Deposited:	18 Aug 2025 16:00
Last Modified:	18 Aug 2025 16:00
URI:	http://repository.unj.ac.id/id/eprint/61535

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