DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING

Ika Wahyuni Lestari

doi:10.24252/Eternal.V52.2019.A10

Ika Wahyuni Lestari Muhammadiyah University of Yogyakarta
(ID)

DOI: https://doi.org/10.24252/Eternal.V52.2019.A10

Abstract

This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.

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Author Biography

Ika Wahyuni Lestari, Muhammadiyah University of Yogyakarta

Ika Wahyuni Lestari is a faculty member of English Language Education Department of Universitas Muhammadiyah Yogyakarta, Indonesia. Her research interest is in the areas of teaching speaking skills including individual differences in it, teacher education and flipped teaching.

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