39 Teaching English at a boarding school made me understand that students have very limited information. As far as I know, students could only access the internet one day a week. As a teacher, I would always try to find new learning innovations so that students were not bored. Then I came up with one day where I gave students internet access to do assignments in the Language lab. The day went smoothly until the next day, one of my students said "YOLO", which stands for You Only Life Once and the word "FOMO" which comes from the word Fear of Missing Out (when he was teasing his friend). Then I asked the student if he knew the meaning. And the student said yes and he said he found these sentences when doing an assignment in the language lab the other day. At first, I felt a little surprised and confused by this vocabulary, considering that formal education usually
40 focuses on more formal and standardized English, especially when they have minimal internet access. However, as time went by, I began to realize that this is a reflection of the increasingly strong impact of globalization on the lives of Indonesian students. With just a little bit of information, students in the boarding school can apply the information and I began to think about that. As a teacher, (outside the context of where I teach now) I simply cannot help but notice or acknowledge how easily globalization impacts students today. With easier access to information, technology, and culture from all over the world, the students are exposed to various global influences on a daily basis. They can access international news, music, movies, and English through the internet, social media, and their digital devices. This has opened up the world to them in an important new way. The impact of globalization is clearly visible in the use of English. My students are becoming eager to understand new vocabulary in speaking and writing in English. They do not hesitate to ask about current international issues, or how a sentence becomes slang. They are also more open to cultures from different countries that allow them to have a global perspective. However, as a teacher, I also realize that this accessibility also becomes challenges. Students must learn to sort out information, understand cultural differences, and maintain their cultural backgrounds and local values. Therefore, my role as a teacher is to help them understand and take advantage of the positive impact of globalization,
41 while still understanding and respecting their own cultural heritage. This is an interesting challenge, and I believe that with the right understanding, the students will understand the context of the information provided. Language, including English, is an important aspect of culture, serving as a dynamic system of symbols and meanings that enable the expression of thoughts, concepts, ideas and emotions (Firmansyah, 2018). In the diversity of human societies, language plays a multifaceted role. It is both a means of communication and a cultural preserve, summarizing the collective knowledge, history, and identity of a community. English, as one of the most widely spoken languages worldwide, embodies a wealth of knowledge, literature and cultural diversity. It goes beyond geographical boundaries which serve as a bridge that connects individuals from different backgrounds, facilitate the exchange of ideas and foster cross-cultural understanding. At its core, language, specifically English, is not only a means of communication but also a mirror that reflects the intricacies and nuances of the culture it embodies and the people who use it to navigate the ins and outs of our world. In the modern era, the contact between language and culture has been intensified by the worldwide phenomenon of globalization. Globalization has sharply accelerated the spread of languages, including English, across borders and continents. The connectedness of our world, driven by advances in technology, trade and communication, has brought English to the front line as a global lingua franca (Murray, 2006). This evolution has deep implications not only
42 for language but also for culture, as it weaves various cultural elements into the structure of this global language. The English language, enriched by contributions from countless cultures, is living proof of the rich cross-pollination of ideas, values and traditions that define our increasingly globalized and interconnected society. Therefore, when we explore the symbiotic relationship between language, culture and globalization, it becomes clear that language serves not only as a mean of communication but also as a channel through which the world's cultures meet, exchange and evolve in an era of unprecedented connectedness. The use of English in Indonesia is a phenomenon that goes from being a foreign language to become an increasingly important second language in daily life and the education system. The history of English in Indonesia has its roots in British colonialism that has dominated many areas of the world, including Indonesia. During colonialism, the British government imposed not only economic imperialism, but also its culture, including the English language. (Dzulkifli Isadaud et al., 2022). Every British colony was required to speak English well, and some colonies made it their national or second language. However, Indonesia did not adopt English as a national or second language, so English remained as a foreign language used exclusively in daily life. At first, the use of English in Indonesia was described as a foreign language that was difficult for most of the population to understand. The level of mastery of vocabulary, pronunciation and sentence structure in English is still low
43 among Indonesians. The use of English in official national and international forums was even considered a violation of the Indonesian language, which is the official language by law. In addition, English used by state officials in public situations is often seen as a poor example, which does not support national identity. In addition to being a second language, English is also increasingly used as the language of instruction in the Indonesian education system. While Indonesian remains as the official language of instruction in Indonesian schools, English is beginning to replace this role (Andika & Mardiana, 2023). Young people in Indonesia often use English to express their psychological states, which would be more appropriately conveyed in Indonesian. English is seen as the key to access to global science and knowledge. Some international schools in Indonesia even use English as the language of instruction in various subjects, even those related to national character such as the Pancasila Practice Guide and Civic Education which should use Indonesian. Overall, the development of English use in Indonesia reflects the changes in society's view of the language, from an exclusive foreign language to an important second language in daily life and education (Mulyani, 2023). This shows the dynamic adaptation of foreign languages and their increasing role in Indonesia's cultural and educational environment. The integration of English into the Indonesian education system has been around since the Dutch colonial era, which marked the start of a journey that continues to evolve. Over the years, the educational landscape in Indonesia has been
44 strongly influenced by policy and curriculum adjustments implemented by the government, with a particular focus on the English language. The main driving force behind this evolution is the recognition of the rising need to utilize and master foreign languages, especially English, in today's globalized world. English has an influential role in Indonesia's education curriculum, for more than just academic purposes (Lewis, 2022). It serves as an answer to the global challenges facing our nation. English has become more than just a language; it is a bridge of international communication that Indonesians must not only understand but also master well. This proficiency is not only important in dealing with global issues but also in accessing digital technology. In an era where digital platforms are everywhere, the role of English has become inseparable from everyday life. According to Alrajafi (2021) stated that the use and influence of English in education in Indonesia are as follows: 1. Compulsory Subject: English is a required subject at all levels of education in Indonesia, from pre-school to the higher education level. This emphasizes the importance of English for the progress of Indonesian children and their education. 2. English for Absorption of Scientific Knowledge: the mastery of foreign languages, especially English, is very important as a means to absorb knowledge developed in other countries. English is perceived as a tool to gain global knowledge and spread Indonesian knowledge to the international level. 3. Impact on the Language of Instruction: The influence of English in education has resulted in a shift in the role of Indonesian as the language of instruction. This change
45 has caused differences in understanding between educators and observers. 4. Global Competitiveness: The government's decision to include English as a subject at various levels of education is considered a wise move to prepare Indonesian students to compete globally. English is recognized as a very important tool for the development of the Indonesian generation. The conclusion of the utilization of English in education in Indonesia is that English has a significant role in shaping the education system and preparing the younger generation for global challenges. English is not only a compulsory subject but also a tool to absorb and disseminate knowledge at the international level. However, the shifting role of Bahasa Indonesia as the language of instruction poses challenges to understanding among educators and observers. However, the use of English in education is seen as an important step to improve the global competitiveness of Indonesian students. In this era of globalization, mastery of English is becoming a much-needed skill for personal success and national advancement. Therefore, it is important to continue to develop English-language education with due regard to the important role of the Indonesian language in cultural and national identity.
46 In today's globalized world, the importance of English language growth and influence remains paramount in almost every country (Mokhtaripour, 2004). English, often mentioned as one of the most influential languages of the contemporary era, has seamlessly integrated into the globalization process. As a result, English is undergoing a rapid and dynamic evolution, shaping its role in the modern world. The expanding prevalence of English can be attributed to a prevailing global trend, while its rise to international prominence is due to a blend of historical, political and cultural factors. The complex interplay of these elements has driven the globalization and evolution of English on an international scale. Many factors underscore the important role of English in today's communication landscape. First, English is the most widely spoken foreign language globally, fostering effective cross-border interactions among individuals from different countries. Second, most job opportunities require proficiency in English, further underlining the importance of English in today's workplace. The global status of a language is strongly linked to the political and economic influence of the country in which it is spoken. English, in particular, has risen to the frontier of international communication and understanding due to the significant power wielded by the countries that use it as a primary language (Averros Azzam Al islami et al., 2022). Preserving linguistic norms is essential for effective global communication in English. However, as English has
47 spread as a secondary language, it has become fragmented, giving rise to new dialects and variations. English Globalization is not only a Linguistic phenomenon but also has cultural and political significance. Scholars and researchers have defined specific criteria for designating a language as a global language (Tagne Safotso & Julius, 2023). These criteria include its wide use in various fields, large number of speakers, official recognition from governments, its role in public affairs, the legal system, media, and education, and its limited use in countries where English is not the mother tongue. The combination of these factors underlines the diverse nature of global English. The phenomenon of globalization is closely linked to the widely used English language as a medium of global communication. Globalization is an undeniable force in our present world, and it brings a number of advantages and disadvantages. However, the future implications of this process are still a matter of debate. Annisa (2019) argues that English may eventually assume the role of a "second mother tongue" and, in some scenarios, even overtake the mother tongue as the primary means of communication, especially among culturally and socially active segments of the population. In contrast, sceptics question the appropriateness of such scenarios. Therefore, the issue of the globalization of English in the modern era has significant relevance. The rise of English as a universal language for global communication can largely be attributed to its adaptability, making it the language of choice in many countries. This broad use of English is influenced by many cultural and historical factors.
48 Given the fact that English has the largest number of speakers in the world, it is expected to continue to hold a central position as a global lingua franca. However, this continuously evolving landscape presents new challenges for linguists and language users. Language globalization always leads to localization, makes the complex relationship between language and society, as well as language and culture, even more complicated. This complexity provides an ideal environment for the emergence of new linguistic theories and paradigms to address the dynamics of our globalized linguistic landscape. Drawing conclusions from the explanation presented, there are advantages and disadvantages that I get in the globalization of English in the present. Advantages of the Globalization of English: 1. Effective Communication: The widespread use of English as a global language enables effective communication among people from different countries. English serves as a common media of interaction, promoting understanding and cooperation. 2. Employability: The preference for English proficiency is advantageous in the job market. Many job opportunities require English proficiency, making it a valuable asset for individuals looking to advance their careers. 3. International Status: English has gained international recognition due to historical, political and cultural factors. Its status as a global language has opened doors for cross-cultural exchange and collaboration.
49 Disadvantages of English Globalization: 1. Cultural Homogenization: The dominance of English can lead to cultural homogenization, as it can overtake native languages and traditions. This can result in the loss of cultural diversity and heritage (Kennedy, 2021). 2. Social Inequality: English proficiency can create social inequality, as individuals who do not have access to quality English education can find themselves at a disadvantage in education and job opportunities. 3. Linguistic Challenges: The globalization of the English language poses challenges for linguists and language users. As languages are evolving and adapting to different contexts, they require continuous study and analysis, leading to the development of new linguistic theories and paradigms (Tagne Safotso & Julius, 2023). The influence of globalization, especially in the context of English language use, has created an interesting situation in education as well. When we consider the advantages and disadvantages of globalization, we see that English, which dominates in the process of globalization, also plays a major role in education. How the influence of English in the context of globalization affects education is an important question to explore. Globalization has had a significant impact on education, especially in the context of English language use (Akmal Fajri ., 2020). Advantages include wider access to international learning resources, exploration of cultural diversity, and improvement of international employment opportunities. However, there are disadvantages to consider. One of them is the language gap, where students who do not have access or resources to learn English may be left behind.
50 Also, too much focus on English can endanger local cultural identity, and place additional demands on teachers to develop teaching skills in English. In addition, globalization may view education as a commodity to be traded, with issues of high education costs and intense competition. Finally, some students may face difficulties in understanding the subject matter when learning is conducted in English. Therefore, a balanced approach needs to be adopted to benefit from globalization in education while limiting its disadvantages, taking into account diverse cultural, linguistic and educational needs. This is important to ensure that students can develop English language skills while preserving their cultural identity and having fair access to quality education. Globalization has had a substantial impact on the use of English in the Indonesian educational context. Globalization has shifted the paradigm of English use from a foreign language to an increasingly important second language in the daily lives of students and in the Indonesian education system as a whole. These changes include shifts in the role of Indonesian as the language of instruction, as well as adapting to evolving global challenges. Overall, globalization has changed the educational landscape in Indonesia, with English playing an increasingly significant role in the curriculum and students' lives, influencing the way education in Indonesia adapts to the globa era.
51 STUDYING a foreign language (FL) isn't as straightforward as studying the native tongue. In the case of Indonesia, a part of the population has historically considered the official language, Bahasa Indonesian, as an additional language. Understanding another language system requires the ability to speak English as a foreign language. In Indonesia, English is taught to learners at all levels, including kindergarten to university. After Indonesia gained freedom from the Dutch in 1945, it replaced Dutch language instruction with English and made it a required subject starting in elementary school. English is now the second language studied by the majority of students, with private institutions having better competency levels than public ones. The Ministry of Education, which oversees English language instruction in public schools, has recently changed its priorities in order to develop a wider
52 curriculum for Bahasa Indonesia, the country's mother tongue. English teachers for K–12 are still needed in both public and private international schools, which often pay their teachers well. Teachers must hold a bachelor's degree, a TEFL or TESOL certification, and be native English speakers in order to be able to teach the English language in Indonesia. There are few options for those without a bachelor's degree to teach in Indonesia. However, a four-year degree is desirable. Teachers who teach English in Indonesia can expect to make between $650 and $1,050 USD a month on average. In private schools rather than in public ones, ESL instructors will stand a greater probability of getting hired to teach English. Teenagers in Indonesia are well-behaved, more likely to speak English, and more engaged with popular culture than their counterparts in Europe. One can help local students succeed by providing English instruction in Indonesia and help language competency as a whole. An investigation on the use of Indonesian in the instruction of English as a foreign language focused on teaching methods. Another study looks more closely at Indonesia's methods for teaching English as a foreign language. English in Indonesia, literature for kids is also employed as a medium for teaching English to non-native speakers. In a review study, it is also explored how English has changed historically, how it has been taught throughout time, and how Indonesia has adopted it as a foreign language. In a study conducted at an Indonesian institution, students' favourite methods of learning English as a foreign language (EFL) were found. There are some gaps in our understanding of how to teach English as a foreign language within the framework of Indonesian culture, according to a number of researches.
53 Gaps in the social and cultural environment of foreign language learning and teaching in Indonesia were discovered by a study on the subject. One of these gaps is in the teaching of English as a second language. The quality of education and instruction may suffer as a result of this disparity in awareness of cultural aspects of the English language. According to a different study, Indonesian language instruction differs greatly from other countries in this regard. This discrepancy may result in inconsistent teaching strategies and approaches, which may impair the caliber of instruction and learning. The majority of English language learners in Indonesia, including teachers, still struggle to speak properly and fluidly. The standard of education and instruction may be impacted by this gap since it may cause a lack of trust when utilizing English. Students from Indonesia who are learning English as a second language face a number of difficulties. The following are a few of the problems that various studies have pointed out. Interference from their mother language, due to the word order norms in their first language, Indonesian students frequently have trouble building statements with correct word order. One of the primary challenges of learning the English language in Indonesia is believed to be a lack of learner motivation. Many students find the material to be difficult to
54 learn because Bahasa Indonesia rarely employs this sort of terms. As a result, they frequently skip the classroom, and when they do show up, it's probably not since they want to study English but rather because they have to. Due to the difficulty of the topic, the absence of sufficient educational tools, and the dearth of practice possibilities, Indonesian students rarely enroll in language classes. Mispronouncing English terms continues to be a significant obstacle for Indonesian students learning the language. This can be a result of Indonesian native languages interfering with the target language. Indonesia lacks the materials and resources needed for teaching English. In light of this, here could exist a chasm in the standard of instruction. Whenever there are excessively many students in a single classroom, learning and teaching could be affected. Teachers must be mindful of the social setting and intricacies of the English tongue in order to address these issues. Additionally, they must be able to inspire pupils to acquire knowledge the language and encourage cross-cultural understanding. A new vocabulary that reflects social, economic, and political changes must also be added to the Indonesian language. Reducing class sizes and offering more English language learning resources and materials may both improve teaching and learning.
55 When preparing their classes, English language instructors in Indonesia should take an array of cultural considerations under consideration. Understanding the historical context is essential to teachers, who should be proficient in Indonesia's customs, traditions, and beliefs. They may utilize this data to create culturally competent and student-relevant lessons. Incorporating cultural components, to make lessons more engaging and pertinent for students, teachers should include cultural components in their lessons. Students' motivation to study the language could boost as a result of this. Dealing with socio-cultural issues, Teachers need to cope with problems such pupils' native language getting in the way of their English learning and their lack of enthusiasm. This might improve the standard of instruction and learning. To assist students understand and appreciate many cultures, teachers should work to foster cross-cultural understanding in the classroom. This could contribute to a more varied and inclusive learning environment. Giving teachers a chance to immerse in another society while discovering about regional customs is the opportunity to teach English in Indonesia. In addition to giving their students an additional authentic cultural experience, this can assist teachers in developing their cross-cultural communication abilities.
56 Teachers of English in Indonesia can create interesting and culturally relevant lectures for their students by keeping these societal concerns in mind. This can support intercultural understanding and enhance teaching and learning quality. The methods that follow can be utilized by teachers of English in Indonesia to assess the success of integrating local culture in their lesson plans. Teachers might survey students to obtain their views on how effectively local culture has been integrated into their lesson plans. This can assist teachers in understanding how students evaluate the significance and fascination of the lessons. To ascertain whether integrating regional culture had an effect on students' language ability, teachers might examine their results on language tests. This can assist teachers to assess how well the lessons accomplish the goals of language learning. Whether adding local culture has boosted students' motivation and interest to acquire the language, teachers could look at student involvement throughout lessons. This can assist teachers with assessing how well the lessons promote awareness of other cultures and raise student participation. Reviewing lesson plans can help teachers see whether they successfully included local cultural components and if
57 they helped students achieve their language learning goals. This can assist teachers in evaluating the success of their teaching method and making the necessary corrections. These evaluation techniques allow English language instructors in Indonesia to analyze the success of integrating their culture into the curriculum. This can aid in raising the caliber of instruction and learning while fostering crosscultural understanding. To improve students' learning opportunities, English language instructors in Indonesia have included a variety of local cultural practices into their class plans. Educate learners about Indonesian culture and help them with their language skills, teachers use indigenous texts and folktales in their lesson plans. Investigating traditional arts and craft, as part their English language studies, students study traditional arts and crafts from Indonesia, including batik, wayang, and angklung. With this method, children can improve their language abilities while also learning to appreciate their own culture. Teachers include discussions of Indonesian festivals, traditions, and customs in their lesson plans. Students can do this to learn regarding their own way of life and to talk to their classmates about their personal experiences. English language instructors in Indonesia frequently include local dance and music to engage pupils and create a lively and
58 engaging learning atmosphere. With the use of this method, students can improve their language abilities while also developing an understanding of Indonesian arts and culture. Incorporating regional cuisine to educate pupils to Indonesia's rich culinary heritage, teachers may incorporate courses on Indonesian cuisine, including customary recipes and cooking methods. This strategy fosters cultural respect and understanding among pupils in addition to aiding language acquisition. The disparities in the effects of infusing indigenous culture in English language instruction for different ages in Indonesia are not well understood. However, according to certain research, the effect may change depending on the kids' ages. According to a study, Indonesian primary school children were more familiar with learning English and had access to suitable English learning resources. This implies that if local culture is included in English language instruction for this age group together with well-known and approachable learning materials, it might be more effective. Teaching English to younger students using puzzles from their local cultures increased their interest in the subject. This implies that if local culture is introduced in a fun and interesting way, it may be more successful to include it in English language instruction for this age range.
59 Advanced EFL students, a study discovered that Indonesian advanced EFL students' grammar understanding was positively impacted by their exposure of English culture. This implies that if local culture is included in English language instruction for this age group in a way that fosters cultural awareness and appreciation, it may be more effective in improving students' language skills. In general, based on the age of the students, adding indigenous culture in English language learning in Indonesia may have different effects. To completely comprehend the variations in impact and how teachers might modify their lesson plans accordingly, more research is required. There is little information available on how teachers of English in Indonesia adapt their lesson plans for various age groups to include local culture. However, there are certain common techniques that teachers can employ to adapt their curriculum for various age groups. Choosing materials that are age and language level appropriate for their students, teachers can choose materials that are age and language level appropriate for their pupils. For instance, younger students might benefit from materials that are more interactive and visual, while older students might benefit from talks and readings that are more in-depth. Activities and assignments can be modified by teachers to meet the requirements and interests of various age groups.
60 Older students could prefer more formal talks and debates, whilst younger pupils might prefer games and music that include the local culture. Aligning with curriculum norms, teachers can make sure that the lesson plans they develop for their students are in line with the age-appropriate curriculum standards. This can guarantee that students incorporate local culture content while still reaching the requisite language learning objectives. Working together with other educators as it learners can work collaboratively to exchange concepts and methods for integrating indigenous cultures in their planned lessons for various age groups. This can give educators new ideas on how to successfully change their class plans.
61 Over the past few weeks, I've seen various students in online classes who start the day by learning English. In the zoom class, the teacher asked students to share their opinions regarding their preferred learning style. Some students said they liked the classical style, some were happy with the flipped classroom, blended learning, communicative approach, while some other students preferred other learning methods. As I observed for a while, when online class learning takes place, the teacher gives explanations about grammar and new vocabulary then the participants pay close attention, take down important notes, and ask questions when asked by the instructor. After that, they are divided into small groups to discuss about certain topics through breakout rooms. At various times, they are asked to make group presentations to reinforce their understanding, and the teacher provides feedback. In short, they sit in front of their computers or phones, accessing learning platforms that provide a wide array of
62 subject matter. They can follow video lessons, take interactive exercises, and even participate in online exams. The live discussions are led by the instructor. These students seem comfortable with the flexibility of learning time, which allows them to practice English anywhere. On the other hand, there are participants who are quite bored with the method, which requires them to learn English totally. In this case, there are some participants who prefer the direct method in class. On the other hand, in my class, I prefer to use English learning through play. They engage in various games, listen to upbeat English songs, and listen to interesting stories. I dare and experiment by using interactive methods to build their vocabulary and speaking skills. Through the various learning methods they choose, these students have the opportunity to develop their English skills according to their individual preferences, learning styles and goals. A few months into my studies, I found myself thinking back to when I was teaching in the classroom where I used to teach English classes. Some of my students were happy with my play method. At first I thought the teaching was going well and my students seemed happy to learn English. But as time went by, I began to realize that there were some of my students who seemed to have different learning styles. There is one student that I have been observing. He is a fairly intelligent child if seen from his test results, but in every class I do, this child is always silent and seems lackluster. I then wondered, is there something wrong with the learning method that I do? Yes, from then on, I tried
63 another method to do my little experiment. The results were really surprising, when I started to apply different learning methods, this child who was initially very quiet indirectly began to be interested and I saw a tremendous change in his interest in learning. Therefore, in my case and context, where I teach language in a class of high school students, we can see how important for teachers to understand various learning methods. Why because it is not only relevant for me as a teacher, but also for students, parents, and learners in general. With this understanding, we can optimize the learning process and help each individual or student to achieve success in their education. In the world of education, especially in English education, there are many models or approaches to improve English language skills. The various models and approaches that various experts in this field have proposed are numerous, from old methods such as audio-lingual methods to the latest Internet Communication Technology (ICT). In this discussion, of course, the author cannot explain all the existing approaches regarding the limitations of the author. Therefore, four models will be discussed in this chapter. One model commonly used today in classroom teaching practices is the Communicative Approach. This model focuses on using language to communicate effectively in realworld situations. Experts such as Stephen Krashen and Tracy Terrell developed this approach by emphasizing the importance of active listening and speaking comprehension because language is crucial in human life. Information can be delivered through language, ideas, and feelings to facilitate cooperation between the members of society (Leech, 1981, p.
64 40). By language, human beings can communicate with others worldwide (Revita, 2015, p.18). English is one of the languages that makes it possible for people to communicate internationally. English needs to be widely known because it serves as a bridge between nations on a global scale. People who communicate in English must be fluent in it or, at the very least, understand it. The issue arises because only some people speak English as their primary or secondary language. If the sounds produced cannot be understood, how could communication occur? Therefore, the dominant language, which heavily influences the teaching method, should be learned. Many linguists have suggested various methods for teaching English as a foreign language. The communicative approach is one of them. One method of teaching English is the communicative approach. The most effective method for teaching language to language learners is this one. No strategy, though, is superior to another. Neither is one strategy better than another. Language teaching theories are like human beings that never get the satisfaction of what they have got. Similarly, language teaching methods are always reformed or replaced after being used. People once were greatly interested in the Grammar Translation Method, then the Direct Method, Reading Method, Audio-Lingual Method, Natural Approach, and now the called Communicative Approach (Revita, 2015, p. 19) (also confirm Steinberg et al., 2001:190). The Communicative Approach is a technique of teaching languages that emphasizes a spotlight on the growth of communication abilities in the target tongue rather than the rote memorization of grammar and vocabulary. The 1970s
65 saw the development of this method, also known as Communicative Language Teaching (CLT), in response to more conventional approaches to language instruction. As a result, explaining some of the Communicative Approach's fundamental principles and traits provided below will help readers better understand the topic. The main objective of the communicative approach is to enable students to use the language for purposeful communication. Therefore, the emphasis is on reading, writing, and speaking and understanding spoken language in a way that supports practical, everyday communication. Contextual Education Language acquisition happens in a purposeful setting. Language is presented to learners in situations and scenarios that mirror real-life ones. This aids language acquisition more organically and practically for students. The use of functional language emphasizes teaching communication skills and language functions. Language skills like requesting, describing, and expressing opinions are taught to learners. This is in contrast to traditional methods that focus more on isolated vocabulary and grammar rules. Authentic Materials: Authentic materials such as newspapers, magazines, videos, and real-world dialogues are used to expose learners to the language as it is spoken and written by native speakers. This helps learners develop the ability to understand and use language in authentic contexts, studentcentered learning. The Communicative Approach encourages active participation and interaction among learners. It promotes student-centered learning where learners engage in meaningful conversations, problem-solving tasks,
66 and group activities that require them to use the language creatively and build their cultural awareness. As understanding the target language's culture is an essential aspect of the Communicative Approach. Thus, learners are encouraged to explore and appreciate the cultural aspects of the language they are learning. As a conclusion, the communicative approach learned within the class is seen as a tool to develop language, especially English language. This below will discuss more about the other approaches or models. Let us take a look and start by defining the grammar-translation model. In addition to the many development methods that have been developed by linguists in the world, one of which is as described earlier, this model focuses more on understanding language structures and translating texts from the original language to the target language. Although it seems an old and less popular method in the context of language teaching today, some teachers still use this approach. It is good that in the method of improving English in classroom teaching, methods such as the direct method are also essential to know and implement. Current situation on English language learners Suppose you think and flashback. The current situation is enough material for reflection that grammar teaching is critical as an initial foundation in college, especially for English language education students.
67 Grammar instruction is required to be planned as part of the curriculum for English majors. Grammar has been taught to English majors in universities and colleges for years as a required course. The fact that "grammar is a set of rules that define how words (or parts of words) are combined or changed to form acceptable units of meaning within a language" (Penny, 2000). The learner's command of grammar has a significant impact on whether the sentences are guaranteed to be accurate. Teachers and students have always valued teaching and learning grammar because it is essential to any language. Therefore, teaching grammar in college becomes a necessity and an encouragement, so it is right that the development of methods by experts is increasingly growing. One of them is the development of the grammar-translation method. Any new method evolves as a counterpoint to an existing method. The grammar-translation method too, was reformist in spirit. The traditional scholastic approach of the eighteenth century expected learners to acquire a reading knowledge of foreign languages (mainly Greek and Latin) by its grammar (Chang, 2011, p.17). Then, they applied this knowledge to interpret texts. There are no clear theorists behind the grammar-translation approach. It perfectly represents the strategies used for decades to teach Sanskrit in India and Greek and Latin in Europe. However, grammar books and courses created for teaching purposes contain the fundamental principles of this approach. The name of Karl Plotz (1819-1881) is mentioned in this discussion, as he was very influential through his courses in French in the nineteenth century. In the grammar-translation
68 method, the only thing used as teaching materials in a language class is a book of grammar, which has been called traditional grammar by modern linguists. In some cases, a bilingual dictionary and a book of literature accompany this book. The bilingual dictionary only sees word meanings (Chang, 2011, p.17). The principles of any master teacher or methodologist cannot be likely linked to the Grammar translation method. However, it has its roots in the formal Greek and Latin instruction that was the norm in Europe for many centuries. Even though Latin and Greek were not studied for communication, they were regarded as a sign of intellectual discipline and status symbol. The approach was a result of German academic research. From the 1840s to the 1940s, this approach was pervasive in teaching European and foreign languages, and in a slightly modified form, it is still used in some regions of the world today. In the Western world, "foreign" language learning in schools was synonymous with learning Latin or Greek. Latin, thought to promote intellectuality through "mental gymnastics," was only until relatively recently held to be indispensable to an adequate higher education. Latin was taught using what has been called the Classical Method: focus on grammatical rules, memorization of vocabulary and various declensions and conjugations, translation of texts, and written exercises (Wang, 2011, p.18). Brown, H.D., (1994) said that the idea behind the approach was to teach languages through something other than translation and grammar since these concepts were already accepted. The original motivation was reformist; in the eighteenth century,
69 individual students' traditional scholastic approach had to study grammar, acquire reading knowledge of a foreign language, and then use that knowledge to interpret texts using a dictionary. Most of them were men and women with advanced degrees who had received training in classical grammar and knew how to translate the well-known categories into other languages. These academic techniques, though, were not well suited to the abilities of younger schoolchildren, and they were self-study techniques that needed to be more suitable for classroom group instruction. In the context of English language learning in Indonesia, primarily aimed at secondary and primary education, this method may not be suitable because it emphasizes teachercentered while children at that age still need to develop communication and physical play and develop their curiosity by asking questions and discussing with their friends. As part of the ELT representation of Indonesia, we have seen how CTL is used. In practice, we also observed that the direct method is used in that situation in addition to CLT. Based on research done in the Indonesian context, several linguists even researchers present the direct method in this section and how it affects students' English learning. In its most basic sense, the direct method refers to a foreign language teaching and learning procedure in which neither the teacher nor the students speak their native tongue. In non-linguistic fields like philosophy of language, curriculum design, research methodology, and others where English is taught as a second or foreign language, in most universities,
70 primarily English education programs, the direct method is used. Although some have argued that this method also improves reading and writing abilities, the main objective of using the direct method is to help students learn foreign languages, particularly in oral communication (listening and speaking). The term "direct connection between the target language and its meaning, without being mediated by translation processes into the native language" is used in this context. (Fitriyanti et al., 2022). The direct method emphasizes learning target language phonemes or words and their meanings directly. It focuses on pragmatic language understanding and increases fluency. The direct method allows students to learn or gain the target language in the same way that an infant naturally learns his mother tongue. Therefore, the direct method sometimes is called the natural method (Ali, 2020, p.289; Batool et al., 2017, p.37). Yioha (1922) b[^ [h chn_l_mncha ‚[fn_lh[ncp_ q[s‛ ni m__ the direct method. If Ali (2020); Batool et al. (2017); and Harmer (2007) mentioned that the direct method was a reaction to the grammar-translation method, they pictured the direct method as a "product" or a side-effect of war (or colonialism), where the "colonist" spoke to the "colonized" in his language, (Fitriyanti et al., 2022, pp. 21-22). Most of the older people in Indonesia who had already passed away were familiar with the Dutch, particularly nurses. This is because they attended a nursing school where the professors were Dutch doctors. For 346 years, the Netherlands "lived" in Indonesia, and linguistic exchanges during various speech gatherings left some "traces" in Indonesia's regional tongues.
71 Young should have attempted to provide additional information about the direct method's historical background. Instead, he showed how the "direct method" can be used in a circumstance that most of us would have forgotten. It is referred to as using the direct method in EFL countries when a teacher instructs students in any subject in English in a classroom setting without allowing them to speak their native tongue. This propensity can sometimes make us believe that the direct method can be applied to teaching any subject, but this is only sometimes the case. Bovee (1919, p.65) showed that, even when teaching multiple vocabularies using the direct method, we have to remember that the vocabularies must be practical, next to the students' experience, and capable of demonstration using objects and action. A mental verb, such as dreaming, cannot be demonstrated through action, so learners will require clarification on dreaming and sleeping. Teaching complex subjects like language philosophy directly to students with limited vocabulary and grammar can be counterproductive. The direct method has been shown to have essential components in language learning, particularly oral communication skills. However, learning a word's pronunciation may mean something other than that you also know how to spell it. For instance, a child may be able to say a word or complete sentence, but that does not necessarily mean he can write or read it. The primary characteristic of the direct method is the exclusion of native language from classroom activities. Due to the fact that the direct method only concerns itself with speaking a language, it can be incorporated into any teaching strategies or learning models.
72 As we see in Hermawan and Resi (2018), The manner in which learning occurs in Kampung Inggris leads us to believe that the direct method is incorporated with the CTL. Yet, since the goal of the courses in that village is language mastery, the use of the direct method (and CTL) aims at assisting students with acquiring a language. When the direct method requires the exclusion of the native language and can be integrated with any method, it seems more like a principle than a method. The students are treated like young children learning to speak their native tongue by teachers who use the direct method to teach FL speaking skills. Children naturally pick up spoken language before being exposed to written language. They learn language through communication, whether it is with nearby individuals or through electronic media. After that, they can speak even without studying their native language's grammar. They can fix any "wrong" associations between a word and its reference. For instance, when a parent points to a cat while mentioning a cat, a child who previously understood that a cat is a mouse unconsciously corrects the association. This is what Chomsky would categorize as Parameter Setting in his Universal Grammar. Based on this example, the direct method is best suited for teaching oral communication skills and requires more thought before being applied in other inside or outside classroom settings.
73 Language acquisition is a multifaceted process that goes beyond the mere memorization of vocabulary and grammar rules. In today's interconnected world, communicating effectively in a second language has become increasingly important, and educators continually seek innovative methods to facilitate language learning. One such approach that has gained prominence is Content and Language Integrated Learning (CLIL). This last method will be described and explored regarding the principles, advantages, and challenges of CLIL as a holistic approach to language education. 1. Understanding CLIL CLIL is an educational approach that integrates language learning with acquiring subject content. It means teaching a particular subject, such as history, science, or mathematics, through a foreign or second language rather than teaching the language as a separate subject. This approach is rooted in the idea that learners can simultaneously acquire language proficiency and subject knowledge. 2. Key Principles of CLIL CLIL promotes bilingualism by immersing students in a second language while they engage with academic content. This enhances language skills and fosters a deeper understanding of the subject matter. CLIL encourages the use of real-world language within specific
74 academic contexts. Learners are exposed to genuine language use and prepare them for practical communication in academic and real-life settings. Integrating language and content allows students to connect language skills with subject-specific knowledge, making learning more meaningful and relevant. CLIL enhances cognitive skills as learners are required to think critically, solve problems and analyze information in a language other than their mother tongue. This will take chance in promoting cognitive development and higherorder thinking skills. 3. Advantages of CLIL CLIL helps learners achieve high levels of language proficiency, often surpassing those who learn languages in isolation. It offers a context for language use that is purposeful and practical. Students acquire in-depth knowledge of various subjects while simultaneously develop language skills. This dual benefit contributes to a well-rounded education. CLIL exposes learners to different cultures and perspectives by fostering cultural awareness and sensitivity. In our globalized world, CLIL equips students with the language and intercultural skills needed to communicate effectively in global contexts. 4. Challenges of CLIL Implementing CLIL requires specialized training for educators who need to be proficient in both the language of instruction and the subject matter. Therefore, finding qualified CLIL teachers can be a challenge. Another challenge is the curriculum development. This developing CLIL appropriate curricula and materials can
75 be time-consuming and resource-intensive as well as designing assessments that effectively evaluate language and content knowledge can be complex thing to consider. Nevertheless, it can happen if we will and the teacher should learn and encourage to bear in mind to keep up and boost the teaching-learning skill. By ensuring fairness and accuracy in grading is a good way to be developed as in this 21 first century, teachers must be able to uphold a new strategy within the classroom teaching concern. English language learning, especially in the practice of language teaching in the classroom, there are many methods that each teacher may use in the classroom. However, from the discussion above, the author only explains four methods; the communicative approach, grammar-translation method, direct method, and lastly th content and language-integrated learning. Thus, all methods have their own advantages and disadvantages. So, it is suitable for teachers to always keep up with the latest trends in learning, considering the standardization and curriculum changes that occur in the current Indonesian context of teaching-learning exixtence.
76 Developing critical thinking abilities in the context of the English language is becoming more and more important in our interconnected global society. Critical thinking, which involves analyzing, assessing, and combining information to make well-informed choices, plays a vital role in improving English language skills and facilitating effective English learning. As I remember my experience in developing my critical thinking through project-based learning when I was in my bachelor degree. In these projects, I was given tasks that involved research, analysis, and creativity in the context of the English language. I was once asked to design interactive learning materials in English for elementary school students. This process forced me to think about effective teaching methods, design appropriate materials, and consider aspects
77 such as difficulty levels, the use of technology, and the evaluation strategies. Furthermore, in each project, I also had to collaborate with classmates to solve problems together and bring together diverse ideas. This process sharpened my critical thinking skills because I had to identify various possible solutions, evaluate contributions from each team member, and ensure that our project had a strong foundation. In conclusion, developing critical thinking in the context of the English language is crucial because it helps people understand English better, communicate effectively, and make informed choices. It allows individuals to handle the complexities of language, assess different perspectives, and engage confidently in academic, professional, and crosscultural situations. Critical thinking, according to the Bloom's Taxonomy theory, is a complex mental process that involves advanced thinking abilities. It means evaluating, combining, and using knowledge thoughtfully and with reflection. In this framework, critical thinking is seen as the highest level of thinking; going beyond basic knowledge acquisition, understanding, and application. It includes skills like analyzing information, judging its quality and relevance, and creating well-thought-out arguments or solutions. Ih Bfiig’m T[rihigs, ]lcnc][f nbchecha cm g[chfs associan_^ qcnb nb_ ‚Ep[fo[ncih‛ [h^ ‚Sshnb_mcm‛ mn[a_m. Ih the evaluation phase, individuals assess the quality of
78 information, considering biases and inconsistencies. They make decisions, form conclusions, and choose the best course of action based on the evidence at hand. Synthesis, on the other hand, involves combining different ideas, concepts, or pieces of information into a clear and logical whole. This requires creative thinking, problem-solving, and coming up with new solutions or insights. Critical thinking within Bfiig’m T[rihigs l_jl_m_hnm nb_ bcab_mn f_p_f i` chn_ff_]no[f development, where learners become skilled at evaluating information and creating new knowledge. Critical thinking significantly contributes to effective English language learning. It encourages active involvement with English texts, whether they are in literature, academic materials, or everyday communication. Learners learn to analyze and question the information presented, leading to a deeper grasp of language subtleties and context. This does not only enhance language understanding but also nurture vital critical reading skills necessary to comprehend intricate English materials. Moreover, critical thinking boosts communication skills. By examining arguments, recognizing biases, and assessing evidence, learners become more proficient at creating and expressing their ideas convincingly in English. This competence is valuable in academic writing, where crafting strong arguments is crucial, and in everyday discussions, where clear communication is fundamental. Additionally, critical thinking nurtures problem-solving abilities, helps learners tackle language-related challenges and extends its advantages to wider decision-making situations in life. In summary, critical thinking enriches English language
79 learning by promoting a deeper comprehension of the language, refining communication abilities, and bolstering problem-solving skills. In this section, we will delve into the relationship between the English language and critical thinking. Then, we will learn about methods for developing critical thinking, especially in the context of English. There are three methods we will explore for enhancing critical thinking: Project-Based Learning (PBL), Peer Review, and Focused Group Discussion (FGD). The English language and critical thinking skills are closely linked and mutually enhanced each other. Critical thinking involves the capacity to assess, evaluate, and consolidate information, make well-founded judgments, and solve intricate problems. Proficiency in English can significantly help these cognitive abilities. Critical thinking, unfce_ h[nol[f ^_p_fijg_hn, h_]_mmcn[n_m n_[]b_lm’ aoc^[h]_ in nurturing it. In language classes, critical thinking proves to be a valuable tool, especially with the abundant materials and interactive approaches at hand (Gandimathi and Zarei, 2018). The connection between English language and critical thinking is substantial and can be observed in the comprehension of written or spoken material, which subsequently reflects in writing, enhances language skills, utilizes language learning strategies, and embraces diverse perspectives in multilingual contexts.
80 The journey of critical thinking often begins with the understanding of written or spoken content. Writing serves as [ g[hc`_mn[ncih i` ih_’m nbioabnm, [h^ nb_ ][j[\cfcns ni nbche clearly is pivotal in writing effectively. Writing promotes thinking skills by refining thought processes and necessitating clear articulation of ideas and arguments to stimulate higher-level thinking (Nejad et al., 2022). Marin and Pava (2017), as cited by Yan (2021), claimed that English as a foreign language (EFL) learners who develop critical thinking exhibit traits such as being active, continuously asking questions, and seeking information to create connections between L2 learning and everyday life. These learners possess the capacity to analyze and organize thoughts, which can be conveyed through speech and writing. Proficiency in English empowers individuals to engage with a diverse range of texts, from scholarly articles to literature, facilitating a nuanced understanding that forms the basis for critical analysis. Folnb_lgil_, ]lcnc][f nbchecha ][h _hb[h]_ mno^_hnm’ language proficiency. Research conducted by Gandimathi and Zarei (2018) demonstrated that students learn more effectively when employing critical thinking, leading to improved English language skills. This underscores the significance of nurturing critical thinking abilities in the context of language learning. Additionally, language proficiency is imperative for effectively conveying critical thoughts to others. Proficiency in English, as a means of expressing thoughts and ideas, enables individuals to articulate effectively their arguments, opinions, and analyses.
81 Also, language learning strategies, such as self-regulation skills and metacognitive awareness, can inspire students to approach English learning with greater attentiveness (Altay & Saracaloglu, 2017). Possessing and employing these strategies entails a systematic set of thoughts and behaviors that can be assessed through the application of critical thinking skills. For example, self-regulation skills enable students to monitor their progress, identify areas for improvement, and adapt their learning methods accordingly, all of which are closely connected to critical thinking abilities. Moreover, the study of English encompasses the analysis i` nb_ f[hao[a_’m mnlo]nol_, al[gg[l, [h^ m_g[hnc]m. Tbcm analytical facet contributes to the development of critical thinking by prompting individuals to comprehend the intricacies of the language itself. By analyzing nuances in vocabulary choice, sentence structure, and rhetorical devices, learners not only enhance their language proficiency but also develop their capacity for critical analysis. This process encourages students to question assumptions, draw logical conclusions, and construct well-reasoned arguments, which are fundamental components of effective critical thinking. Ih ni^[s’m chn_l]ihh_]n_^ qilf^, ch^cpc^o[fm i`n_h `ch^ themselves in multilingual work environments, where the importance of critical thinking in English becomes notably evident when collaborating with individuals from diverse linguistic backgrounds. Proficiency in this regard helps bridge language barriers and fosters effective problemsolving. Furthermore, English serves not only as a global language but also as a lingua franca in numerous fields such as business, science, and diplomacy. This underscores the
82 importance of strong critical thinking skills in English as a crucial asset for international communication and collaboration which facilitates active engagement in global discourse and contributes to enhanced cross-border understanding and cooperation. Additionally, as individuals engagement with various cultures and perspectives through English, they do not only improve their language skills but also develop cultural sensitivity and empathy. This aspect of language learning is closely interlinked with critical thinking, as it encourages individuals to assess critically their own cultural biases and broaden their horizons. To sum up, the intricate link between the English language and critical thinking highlights their interdependent nature. The proficiency in English does not only improves effective communication but also acts as a pathway for nurturing critical thinking skills, while critical thinking enhances language learning by promoting clear thinking, detailed text analysis, and enhanced language competence. Tbcm gono[f ]ihh_]ncih cm j[lnc]of[lfs cgjiln[hn ch ni^[s’m globalized world, enabling individuals to navigate diverse, multilingual situations with effective problem-solving and productive collaboration. English, as a widely used global language, becomes a valuable tool for international communication and mutual understanding when coupled with strong critical thinking skills. Project-Based Learning (PBL) is an active educational approach that contributes significantly to enhancing critical thinking skills. Project-based learning involves using projects
83 or activities as the focal points for education, with project work requiring students to actively engage in problemsolving. In PBL, students participate in practical, real-world projects where they investigate complex problems, work together with peers, and apply their knowledge to find solutions. Students are anticipated to build and understand their fresh knowledge instead of just memorizing it. (Issa and Khataibeh, 2021). This process naturally promotes critical thinking as students must analyze information, assess different viewpoints, and make informed choices. By tackling projects with real-world significance, students are encouraged to think critically about how their learning can be used to address genuine challenges. Additionally, PBL stimulates critical thinking by prompting students to ask questions, conduct research, and think critically about the information they gather. They learn to differentiate reliable sources from unreliable ones, analyze data, and draw well-supported conclusions. As they collaborate with classmates, they engage in thoughtful discussions and debates that challenge their assumptions and encourage them to consider alternative perspectives. In a research conducted by Fitria and Tahrun (2021) showed that PBL approach offered the students increased chances to collaborate in groups, engage in in-depth project discussions, enhance their comprehension of the subject, and boost their motivation. PBL has a positive impact on enhancing students' critical thinking abilities. PBL projects often require students to present their findings or solutions to an audience, improving their communication and persuasive skills while fostering a deeper understanding of their own thought processes.
84 Furthermore, PBL places a strong emphasis on problemsolving, a crucial aspect of critical thinking. Project-based learning involves using projects or activities as the focal points for education, with project work requiring students to engage actively in problem-solving. (Eldiva and Azizah, 2019). Students confront open-ended problems that lack a single correct answer, pushing them to think creatively, experiment with various approaches, and learn from both their successes and failures. This iterative problem-solving process is vital for the development of critical thinking skills. Moreover, PBL encourages metacognition, as students reflect on their own learning, assess their progress, and identify areas where they can improve. This self-awareness and self-evaluation are integral to the advancement of higher-level thinking abilities. In summary, project-based learning stands as a potent method for nurturing critical thinking skills in students. It engages them in meaningful, challenging tasks that require them to analyze, evaluate, and synthesize information, make thoughtful decisions, and communicate their findings effectively. PBL also encourages creative problem-solving, collaboration, and metacognition, all of which are fundamental aspects of critical thinking. By engaging in purposeful projects, students do not only acquire knowledge specific to a subject but also develop the intellectual capabilities necessary for success in an ever-evolving world. Peer review, as an approach to boost critical thinking abilities, holds a crucial role in education. It involves students _p[fo[ncha [h^ jlipc^cha `__^\[]e ih nb_cl j__lm’ qile, mo]b
85 as essays, research papers, or projects. This process encourages students to think carefully about the content, mnlo]nol_, [h^ [laog_hn[ncih jl_m_hn_^ ch nb_cl j__lm’ qile. When conducting peer reviews, students must assess the clarity of ideas, the strength of evidence, and the logical flow of arguments. They need to identify both strong points and areas that need improvement in the work they are reviewing and promoting analytical thinking. Additionally, peer review nurtures a deeper grasp of the subject matter as students engage in meaningful discussions about the topics at hand. Furthermore, peer review supports effective communication skills, an essential aspect of critical thinking. Students must express their evaluations and suggestions clearly and helpfully. Offering feedback that is precise and well-founded encourages peers to reflect on their work and make enhancements. This feedback process enhances not only the critical thinking skills of the reviewers but also those of the authors, as they must analyze and consider the feedback they receive. This is in line with Al-Kefagy and Nagy (2020), that peer review can assist students in becoming more self-directed learners because it necessitates them to contemplate their own writing and the feedback they obtain from their classmates. The collaborative nature of peer review also prompts students to consider diverse viewpoints, fostering open-mindedness and an appreciation for various perspectives. Bringing together reflective writing and peer review can be employed to boost not only critical thinking but also knowledge within a specific subject area (Wynekoop and Nakatani, 2020). This exposure to different ideas and approaches can challenge existing beliefs and stimulate critical thinking.
86 Moreover, peer review goes beyond evaluating written work; it can encompass group discussions, presentations, or problem-solving activities. In such scenarios, students assess each other's contributions, arguments, and ideas. This approach encourages students to analyze and think carefully about the quality of their own contributions and those of their peers. In group discussions, for example, peer review urges students to critically assess the relevance and clarity of their own statements and those of their fellow participants. This analytical process improves their ability to engage in meaningful and well-structured discussions, a crucial thinking skill that is valuable in academic and professional settings. In a study conducted by Kölbel and Jentges (2018) l_p_[f_^ nb[n omcha j__l l_pc_q qcnbch nb_ ‘Scr-Sentence Alaog_hn’ g_nbi^ i``_lm [ q_ff-organized approach for nurturing critical thinking abilities in management education. It motivates students to construct, assess, and enhance arguments, promoting capabilities like effective communication, logical thinking, and active participation in valuable discussions. Peer review acts as a catalyst for critical thinking, allowing students to assess themselves, receive various feedback, and engage in productive conversations. This research illustrates how peer review can be a valuable teaching technique for strengthening critical thinking skills in the field of education management. In conclusion, peer review is a highly effective method for enhancing critical thinking skills in educational settings. It encourages students to analyze, assess, and provide helpful feedback on their peers' work, fostering analytical thinking
87 and a deeper understanding of subjects. Moreover, it supports effective communication, open-mindedness, and the ability to engage in meaningful discussions. By incorporating peer review into the learning process, educators can empower students to become more critical thinkers and effective communicators, skills that are important for success in both academic and broader contexts. Focus Group Discussions (FGD) prove to be a valuable approach for nurturing critical thinking abilities, encouraging meaningful conversations, and facilitating the exchange of various viewpoints. During FGD, students engage in structured conversations on specific topics, sharing their thoughts, experiences, and insights. This method promotes critical thinking by requiring students to analyze information, assess different perspectives, and construct well-founded arguments within a group setting. This aligns with the findings of Maryani et al. (2018) that the use of whole-group discussion has a positive impact, as evidenced by the _hb[h]_g_hn i` mno^_hnm’ ]lcnc][f nbchecha. Sno^_hnm gomn listen actively to their peers, identify strengths and weaknesses in various arguments, and participate in thoughtful discussions supported by evidence. This collaborative process challenges existing beliefs and encourages open-mindedness, crucial aspects of critical thinking. Moreover, FGDs stimulate students to ask questions, delve deeper into issues, and explore alternative viewpoints. This active involvement in questioning and exploration leads
88 to a deeper comprehension of the topic at hand. Students must also consider the context, relevance, and reliability of the information shared by others, which enhances their ability to think critically about the information they encounter. Additionally, FGDs frequently involve group facilitators who guide the discussion and present thoughtprovoking questions, further stimulating critical thinking by encouraging participants to analyze, combine, and respond to complex concepts. The moderator of a FGD can employ different questioning methods to encourage participants to think critically (Bernstein and Isaac, 2018). FGDs are particularly beneficial in educational settings, where they can be employed to delve into academic subjects, analyze literary works, and debate intricate societal matters. Students learn to articulate their thoughts clearly, support their viewpoints with evidence, and engage in respectful discussions with their peers. This process aids in the development of critical analysis, effective communication, and the ability of constructing convincing arguments. FGDs often lead to introspection as participants assess their own contributions to the discussion and identify areas for enhancement. This reflective element is integral to the development of critical thinking skills. Moreover, the study conducted by Hadi and Junaidi (2021) showed that j[lnc]cj[hnm’ ]ih`c^_h]_ ch mj_[echa Ehafcmb ch]l_[m_^, [h^ they recognized the value of FGD in exploring diverse thoughts, fostering respect, and promoting active listening. Most importantly, FGD changed their self-perception and views of others.