Teachers' strategies for fostering critical thinking in English language learning: A case study in Indonesian secondary schools

Abstract

In the 21st century, critical thinking (CT) is a foundational skill essential for navigating complex information and fostering intellectual development, yet most research on its implementation in English Language Teaching (ELT) primarily focuses on higher education. This study addresses the gap by investigating teachers' roles in cultivating students' critical thinking skills within secondary ELT, particularly in the context of the Merdeka Belajar curriculum. Employing a descriptive qualitative approach with a case study design, the research involved two English teachers at SMA Muhammadiyah Program Khusus Kottabarat Surakarta, Indonesia. Data were meticulously collected through verbatim quotations from interviews, detailed field notes from classroom observations, and relevant documents such as syllabi and lesson plans. Data analysis followed Miles et al.'s framework, encompassing data condensation, display, and conclusion drawing with verification. The findings indicate that both teachers actively performed multiple roles in fostering CT, as theorized by Paul et al., with one teacher consistently demonstrating all eight roles. This teacher's comprehensive implementation was attributed to extensive experience with the Merdeka Belajar curriculum and a textbook specifically designed to promote critical thinking. The study concludes that teachers play an indispensable role in developing students' critical thinking skills in ELT, emphasizing the need for educators to consciously recognize and leverage their pedagogical practices, supported by curriculum and resources, to cultivate these vital competencies.