ISSN: 2226-6348
Open access
Teaching critical thinking skills to the pupils is prominent as to provide them with sufficient skills to compete in this 21st Century classroom. In Malaysia, the implementation of critical thinking skills through English aims to produce critical thinkers. However, reports stated in Malaysian Educational Blueprint (MEB) shows that the school leavers have failed to achieve the minimum proficiency in English that required them to apply critical thinking skills. This action research was conducted to identify the challenges faced by upper primary English teachers (Year 4, 5 and 6) in implementing critical thinking skills activity in class. A total number of 90 respondents from Tanjung zone schools in Melaka answered 16 items of questionnaires through the Google Form application. The data collected found out that teachers disagree the textbook and materials provided are sufficient to support critical thinking skills activity. The teachers also disagree that extracurricular activity and large classroom size allow them to apply critical thinking lessons. The data also revealed that the training received by teachers are insufficient though colleagues in school were supportive. This study is important as to inform the policymaker the current challenges that the upper primary school teachers are facing and to provide a platform in designing intervention plan to support teachers in school. The limitation of this study includes the restricted survey data collected as the items only covered the elements that the researcher intended to study concerning the practice of critical thinking skills.
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In-Text Citation: (Jazuli & Yamat, 2020)
To Cite this Article: Jazuli, A. J. M., & Yamat, H. (2020). Challenges Faced by Upper Primary English Teachers in Implementing Critical Thinking Skills. International Journal of Academic Research in Progressive Education and Development, 9(1), 39–51.
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