STRUCTURED ACADEMIC CONTROVERSY TO TRIGGER STUDENTS’ ACTIVE PARTICIPATION AND CRITICAL THINKING

Susilo, Andi and Mufanti, Restu (2015) STRUCTURED ACADEMIC CONTROVERSY TO TRIGGER STUDENTS’ ACTIVE PARTICIPATION AND CRITICAL THINKING. Prosiding International ‘The 2nd FOLITER (Forum on Linguistics and Literature).. pp. 54-61. ISSN 978-602-1290-22-4

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Abstract

This paper is aimed at introducing and highlighting structured academic controversy as a model of cooperative learning technique to teach university students. It is instructional uses of intellectual conflict to facilitate students broaden and deepen understanding related to particular issue. This technique provides opportunities for students to participate actively in collaborative learning situations that encourage them have own ideas and conclusions challenged by advocates of an opposing position, develop a strong arguments in defining and interpreting the problem, developing and evaluating solutions, developing a plan based on a selected solution, and reflecting on the learning outcomes. Hence, the use of well-organized academic controversy can trigger students’ critical thinking, increase the quality of problem solving, decision making, and reasoning, and promote higher achievement. For this reason, this article addresses some key issues on the application of this technique in EFL learning. This present article, first, highlights the nature of academic controversy and its potential educational benefits. Afterward, the structured academic controversy process is described. In what follows, it provides a model of EFL learning activity using structured academic controversy. Keywords: academic controversy, intellectual conflict, cooperative learning, participation, critical thinking

Item Type: Article
Subjects: P Language and Literature > PR English literature
Divisions: Proceeding
Depositing User: PERPUS UMPO PERPUS UMPO
Date Deposited: 02 Jul 2016 03:40
Last Modified: 02 Jul 2016 03:40
URI: http://eprints.umpo.ac.id/id/eprint/2015

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