Critical Reviews

Rukuh Setiadi
Mata Kuliah 06 Bahasa Inggris 2016
Departemen Perencanaan Wilayah dan Kota
Outline

Critical Reviews

Reading comprehension exercise #2

University academic culture

Critical Thinking &

Learning

Extending knowledge
Reproductive
Thinking & Learning
Conserving knowledge

Elementary Schools High Schools Universities

Critical Thinking
Evaluating or judging the validity of a
statement or set of statements and
creatively coming up with solutions to
the problems associated with these
statements

Learning Assistant Unit, Griffith University (1999)

 Learning and Thinking Styles
Learning Reproductive Analytical Speculative
Strategies
Type Memorisation Analytical and criticial Deliberate search for
Imitation new possibilities and
explanations
Activities Summarising, Questioning, judging Speculating and
describing, and recombining hypothesising and
identifying ideas and information designing and
and applying into an argument implementing
formula research
Characteristic What? Why? How? How What if?
Questions valid? How
important?
Aim Correctness Simple originality that Creative originality
is reshaping material totally new approach/
into a different pattern knowledge/solutions

Source: Ballard, B and Clanchy, J. 1988. Studying in Australia, Melbourne: Longman Cheshire.
Critical Thinking Involves
Analysing information:
Inspecting something closely to determine
what it consist of or what it means or implies

Thinking creatively
Being alert to new perspectives and
possibilities rather than staying within
familiar, routine patterns
Brainstorming

Problem solving
Systematically considering possible
solutions and chosing the best
Critical Thinking Involves

Reasoning
Thinking in logical and connected ways

Evaluating
Examining arguments, explanations, ideas
or solution to determine whether they are
the best
Recognising & assessing
arguments
Recognising & assessing arguments
Identifying different kinds of arguments:
Emotional
Objective
Distinguishing between:
Facts vs. Values or Opinion
Identifying & challenging underlying assumptions
Clarifying the meaning of terms
Recognising & assessing:
Generalisations
Causal claims
Predictions
Alternatives points of view
Critical Thinkers
Open minded
Flexible (able to change ones point of view)
Persistent (able to follow a line of reasoning)
Interpersonally sensitive (willing to respect
the opinion of others)
Interculturaly sensitive (respecting diversity
of culture, socioeconomic variations, etc.)
 Critical thinking can be achieved by
taking a deep approach
Deep Approach Surface Approach
Learners main intention is to Learners main intention is to
understand by: complete set work requirements by:
Focusing on significant learning events Focusing on signals of the learning
(i.e. author arguments, major concepts events
or ideas, context of problems) Focusing only on parts of the task

Relating own knowledge to new Only using own experiences and

knowledge
Relating knowledge from other sources
Relating theory to everyday experience
knowledge and textbook knowledge
as supporting evidence
Accepting facts and concepts
without question

Separating evidence and argument Seeing evidence as argument

Organizing structure and crafting content Organizing unrelated or disjointed

concepts into a coherent whole
Source: Learning Assistant Unit, Griffith University (1999).
 Critical Thinking Exercise
Pilih salah satu artikel dan isi tabel berikut:
Critical Thinking Components Examples in Notes/ Explanation in
article Bahasa
1 Emotional arguments
2 Objective arguments
3 Facts
4 Values/ Opinion
5 Valid assumptions
6 False assumptions
7 Clear meaning of terms
8 Unclear meaning of term
9 Generalisation Valid causal claims
10 Over-generalisation Invalid causal claims
11 Valid/ Invalid predictions

Laporan dalam bentuk tabel diatas dilampiri dengan artikel yang direview. Kutipan
yang dipakai pada kolom 3 tabel diatas examples in article di highlight (gunakan
stabilo) dan diberi kode nomer sebagaimana pada kolom pertama.