Evaluating Students’ Critical Thinking in Argumentative Speaking at Senior High School, West Sulawesi
DOI:
https://doi.org/10.24256/ideas.v14i2.10572Keywords:
Critical Thinking, Argumentative Speaking, Learning Independence, Learning Style, Self-Confidence, Physiological Factors.Abstract
This study evaluates students’ critical thinking in argumentative speaking at UPTD SMAN 1 Malunda, West Sulawesi. Critical thinking is an essential competence in English language learning because students are expected not only to express opinions but also to support their claims with logical reasons, relevant evidence, clear organization, and awareness of opposing views. This research employed a mixed-method design with a case study orientation. The participants were three Grade XII students selected through purposive sampling. Data were collected through an argumentative speaking test, in-depth interviews, and questionnaires. The speaking test required students to present oral arguments on a given issue through recorded video performance. The performances were transcribed and assessed using a critical thinking rubric consisting of five indicators: purpose/thesis, organization and clarity, argument, examples and facts, and opposing views. Interview data were analyzed through coding to explore the impact of critical thinking on learning independence, self-confidence, learning style, and physiological factors. Questionnaire data were used to identify students’ perceptions of argumentative speaking. The findings show that students demonstrated excellent critical thinking ability in argumentative speaking. Their scores were 90, 95, and 90, placing all participants in the excellent category. The students were able to state clear positions, organize ideas coherently, build logical arguments, provide examples, and recognize opposing views. Critical thinking also supported students’ learning independence, confidence, structured learning strategies, and reflective preparation. However, physiological factors such as lack of sleep, dizziness, fatigue, and nervousness affected concentration and speaking performance. The study concludes that argumentative speaking is an effective activity for evaluating and developing students’ critical thinking in English learning.
References
Acharya, K. P. (2019). Students’ perception and motivation in learning environments. Journal of Education and Practice, 10(3), 45–52.
Ahmed, S., Pathan, Z. H., & Khan, F. S. (2018). Exploring the causes of English language speaking anxiety among postgraduate students. International Journal of English Linguistics, 7(2), 99–107.
American Evaluation Association. (2014). Guiding principles for evaluators. American Evaluation Association.
Bailin, S. (2010). Argumentation and critical thinking. Informal Logic, 30(1), 1–21.
Beardsley, M. C. (1950). Practical logic. Prentice-Hall.
Boulmetis, J. (2025). The ABCs of evaluation. Jossey-Bass.
Chaffee, J. (1985). Thinking critically. Houghton Mifflin.
Chen, H. T. (2015). Practical program evaluation: Theory-driven evaluation and the integrated evaluation perspective. SAGE Publications.
Cherry, K. (2024). Perception and the perceptual process. Verywell Mind.
Cleland, J., MacLeod, A., & Ellaway, R. H. (2021). Case study research: An overview. Medical Education, 55(4), 1–8.
Davies, M. (2023). Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking. Journal of Critical Thinking and Language Learning, 12(2), 55–70.
Dewey, J. (1998). How we think. Houghton Mifflin.
Diestler, S. (2005). Becoming a critical thinker: A user friendly manual. Pearson.
Donaldson, S. I. (2006). Program theory-driven evaluation science: Strategies and applications. Lawrence Erlbaum.
Dores, O. J., Wibowo, D. C., & Susanti, S. (2020). Analisis kemampuan berpikir kritis siswa pada mata pelajaran matematika. Jurnal Pendidikan Matematika, 11(1), 1–10.
Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4–10.
Ennis, R. H. (1996). Critical thinking. Prentice Hall.
Fabio, A., Palazzeschi, L., & Bucci, O. (2022). Critical thinking and decision-making in education. Frontiers in Psychology, 13, 1–12.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. American Philosophical Association.
Feldman, R. (1993). Reason and argument. Prentice Hall.
Fisher, A. (1997). The logic of real arguments. Cambridge University Press.
Fisher, A. (2001). Critical thinking: An introduction. Cambridge University Press.
Fogelin, R. J. (2001). Understanding arguments: An introduction to informal logic. Harcourt.
Govier, T. (2001). A practical study of argument. Wadsworth.
Grennan, W. (1984). Informal logic: Issues and techniques. McGill-Queen’s University Press.
Hidayah, N., Salimi, M., & Susiani, T. S. (2022). Critical thinking skill: Concept and implementation in learning. Journal of Education and Learning, 16(2), 25–34.
Hirata, Y., Matsuda, K., & Sato, H. (2024). Classroom management and students’ perception in technology-enhanced learning. International Journal of Educational Research, 118, 1–12.
Karim, A., Sari, L., & Kurniawan, D. (2014). Learning styles and students’ critical thinking ability. Journal of Educational Research, 5(2), 112–121.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson Research Report.
Liang, Y. (2025). Qualitative research in educational inquiry: Meaning, experience, and interpretation. Educational Research Review, 31(1), 20–33.
Lipman, M. (1991). Thinking in education. Cambridge University Press.
Liu, O. L., Mao, L., Frankel, L., & Xu, J. (2022). Assessing critical thinking in higher education. Educational Assessment, 27(1), 1–19.
Meany, J. (2002). Argumentation and debate. International Debate Education Association.
Melyana, A., Supriyadi, S., & Prasetyo, A. (2020). Self-confidence and students’ critical thinking skills. Journal of Mathematics Education, 9(2), 80–91.
Qiong, O. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4), 18–28.
Raj, T., Sharma, K., & Singh, P. (2022). Critical thinking in education: Rational decision-making and belief evaluation. International Journal of Educational Studies, 9(1), 33–45.
Rose, H. (2024). Feedback, learning growth, and students’ perception in educational contexts. Assessment and Evaluation in Education, 49(2), 201–215.
Rossi, P. H., Lipsey, M. W., & Freeman, H. E. (2004). Evaluation: A systematic approach. SAGE Publications.
Russ, E. (2009). Evaluation as inquiry for decision making. Evaluation Journal, 15(3), 120–134.
Scriven, M. (1997). Reasoning. Edgepress.
Setiana, D. S., Purwanto, P., & Sari, R. (2020). Students’ critical thinking ability based on learning styles. Journal of Educational Science, 4(3), 301–312.
Sharma, R., Kumar, A., & Mehta, P. (2022). Critical thinking indicators and educational practice. Journal of Learning and Instruction, 14(2), 55–67.
Siegel, H. (1988). Educating reason: Rationality, critical thinking, and education. Routledge.
Susilawati, E., Agustinasari, A., Samsudin, A., & Siahaan, P. (2020). Analysis of the level of critical thinking skills of students. Journal of Physics: Conference Series, 1521, 1–6.
Walgito, B. (2010). Pengantar psikologi umum. Andi Offset.
Yarbrough, D. B., Shulha, L. M., Hopson, R. K., & Caruthers, F. A. (2010). The program evaluation standards. SAGE Publications.
Zangerle, C. (2022). Evaluation methods and quality assessment in educational research. Evaluation and Program Planning, 91, 1–10.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Junaid Jufri, Andi Antopatak, Muhammad Tahir
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
