INDONESIAN STUDENT TEACHERS’ CRITICAL THINKING SKILLS IN TEXT ANALYSIS WITH CDA APPROACH

Main Article Content

Dwijani Ratnadewi
Sofi Yunianti

Keywords

Critical Discourse Analysis, Critical Thinking, Content Analysis, Student Teachers

Abstract

Purpose of Study: The present study investigated the impact of critical discourse analysis (CDA) on Indonesian students teachers’ critical thinking skills in their final projects.


Methodology: The study analyzed four final projects of student teachers text analysis. It was a qualitative meta-study applying four stages of Brengtsson'scontent analysis. These student teachers analyzed the world leaders’ political speeches and lawyers’ arguments in court using the CDA approach.


Results: The result of the analysis indicated that 58.3% of the students got the Proficient Level achievement, spreading from the critical skills of communication, analysis (interpretation) and synthesis.


Implications/Applications: The result illustrates that text analysis with CDA devices positively influenced the student teachers’ critical thinking skills. Meanwhile, 75% of them were at low achievement, at the Emergent level, for Reflection (Self-regulating) skills, due to the fact that these students were not accustomed to observing their own analysis.

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