Enhancing Students’ Critical Thinking and Confidence through Indirect Explicit Grammar Instruction (IEGI) in Learning Grammar
Abstract
The aim of this research is to find the strategy how Indirect Explicit Grammar Instruction
(IEGI) is able to enhance students‟ critical thinking and confidence in learning tenses. Since
students usually tend to memorize the form of patter in learning tenses, as a result they have
been repeated rule presentations of grammar structures and lose their sense of critical
thinking to discover. More over, learning grammar on isolated way also make students have
less confidence to speak because they can memorize the pattern, but they cannot use them
accurately. Using classroom action research in two cycle which every cycle consists of three
meetings, the data are collected by using observation cheklist, rubric, test, qestionnare and
students participation sheet. The observation cheklist is used to get the data of the
implementation of IEGI during teaching learning activities in the classroom which students
work in group. The result from rubric shows the improvement of students‟ ctitical thinking
ability improve from 54.05% into 82.50%. While from the test which covered the ability in
analyzing and answering questions which need Higher Order Thinking improve significantly
from 47.56% into 80.90 %. While students‟ confidence improves significantly from 55.56%
into 78.10%
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