18 12.
Judging whether a statement made by an alleged expert is acceptable.
According to Richard 1992, these skills occur in three dimensions: logical judging the relationships between meanings of words and statements,
critical knowing the criteria for judging statements covered by the logical dimension, and pragmatic considering the background or purpose of the
judgment and the decision as to whether the statement is good enough for the purpose.
Therefore, the skills of judging the reliability of a statement, for example, involves judging whether a statement makes sense in terms of what it says,
knowing the criteria that make a statement reliable, and understanding the source of the statement and the context which it is used. This is because the critical skills
are critical in different ways in different circumstances.
2.2.4 Richard 2006 Critical Thinking Model
According to Richard 2006, critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous
standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our
native egocentrism and sociocentrism. According to Richard 2006, a well cultivated critical thinker will:
1. raises vital questions and problems, formulating them clearly and
precisely;
19 2.
gathers and assesses relevant information, using abstract ideas to interpret it effectively;
3. comes to well-reasoned conclusions and solutions, testing them against
relevant criteria and standards; 4.
thinks openmindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical
consequences; and 5.
communicates effectively with others in figuring out solutions to complex problems.
After knowing the models of critical thinking used in this study, the researcher will discuss about the relation of technology on critical thinking aspect.
2.2.5 Technology on Critical Thinking Aspects
According to Lee 2002, computer and internet have become increasingly powerful tools in supporting critical thinking instruction. Computer uses critical
thinking facility that can engage thinking development. He states that computers are advantageous because they allow the learner to be interactive. In transforming
the classroom to a student-centered environment where learning is viewed as an active process, computers enable students to move from being passive absorbers
of knowledge to active participants in knowledge construction while doing so in ways that lower their affective filter.
Lee 2002 suggested that computer literacy is crucial to using technology’s power. A teacher should be familiar with six basic computer
20 applications in order to provide students with computerized critical thinking task:
databases, spreadsheets, word processors, presentation tools, communication tools, and web browsers. With an understanding of what those categories, the
teachers can help the students to use the computer as a tool to connect the ideas. According to Egbert and Elizabeth 2007, teachers can develop many exercises,
activities, and tasks by combining language and content achievement standards, critical thinking skills, and computer applications.
Egbert and Elizabeth 2007 state that there are certain advantages of using software, particularly because the reorganized material of the programs offers
clear structure. Many of the critical thinking programs allow teachers to bring data form outside sources, and they come ready-made with charts, diagrams, and mind
maps to help organize data. Some software is specifically designed for language learning. If a software
package is not designed for language purposes, it could still be used if the teacher selects critical thinking software that contains language appropriate for the
learners’ proficiency levels.
2.2.6 A Critical Thinking Disposition
