Exploring University Students’ Views on How Critical Thinking is Promoted in Focus Group Discussions
DOI:
https://doi.org/10.37251/ijoer.v7i3.2740Keywords:
Critical Thinking, English as Foreign Language, Focus Group Discussion, Higher Education, Students’ PerceptionsAbstract
Purpose of the study: The purpose of this study is to examine students’ perceptions of the integration and development of critical thinking skills through Focus Group Discussions class in an English Education Study Program.
Methodology: This study employed a mixed methods research design. Data were collected using a structured questionnaire survey and structured interview as research instruments. Quantitative data were analyzed using descriptive statiscal analysis in the form of index percentage score, while qualitative data were analyzed through thematic-analysis to identify patterns related to students’ perceptions of critical thinking development.
Main Findings: The results of the study indicate consistently positive students’ perception, shown by high index percentage scores, that Focus Group Discussion activities effectively develop critical thinking skills which include analytical reasoning, evaluation of multiple perspectives, synthesis of ideas, and evidence-based argumentation. Interview results reveal that peer interaction, clarification questioning, familiar topics, lecturer guidance and feedback strongly support critical engagement. However, students face challenges such as limited background knowledge to the unfamiliar topics, low confidence, and difficulty interpreting complex information.
Novelty/Originality of this study: This study offers insights into how Focus Group Discussion functions as a structured pedagogical strategy for developing critical thinking in EFL context. It not only provides an overview of students’ perceptions of the integration of critical thinking skills, particularly in terms of analyzing, evaluating multiple perspectives, and synthesizing ideas, but also through the use of mixed-methods approach, highlights specific components of Focus Group Discussion that support or hinder students’ critical engagement.
References
L. Barseghyan, “On the importance of teaching critical thinking,” Foreign Lang. High. Educ., vol. 25, no. 1(30), pp. 118–130, Mar. 2022, doi: 10.46991/FLHE/2021.25.1.118.
P. A. Facione, “The Delphi Report’ Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction,” 1990.
J. Bernstein, “Challenging preconceptions: Case studies as a tool for critical thinking in environmental studies and sciences,” Jun. 19, 2024, University of California Press. doi: 10.1525/cse.2024.0424.
Å. G. Swartling, “Focus groups,” in Advanced Tools for Sustainability Assessment, European Commission, IVM, 2007, ch. 2.6.
R. Paul and L. Elder, The Miniature Guide to Critical Thinking Concepts and Tools. Tomales, California: Foundation for Critical Thinking, 2019.
G. Barkhuizen, “Narrative research in language teaching and learning,” Lang. Teach., vol. 47, no. 4, pp. 450–466, Oct. 2014, doi: 10.1017/S0261444814000172.
Q. Xu, “Fostering critical thinking competence in EFL classroom,” Stud. Lit. Lang., vol. 7, no. 1, pp. 6–9, 2013, doi: 10.3968/j.sll.1923156320130701.2717.
L. Irawati, “Critical thinking in ELT: Theory and practice. ,” English Teach. J. A J. English Lit. Lang. Educ. , vol. 2, no. 1, 2014.
L. Li, “Critical thinking from the ground up: teachers’ conceptions and practice in EFL classrooms,” Teach. Teach., vol. 29, no. 6, pp. 571–593, Aug. 2023, doi: 10.1080/13540602.2023.2191182.
Y. I. Gunawan, “Community language learning method to develop students’ critical thinking in writing skill.,” Globish An English-Indonesian J. English, Educ. Cult., vol. 7, no. 1, pp. 70–80, 2018, doi: 10.31000/globish.v6i2.667.
Y. I. Gunawan, N. Ahsani, and A. S. Putra, “Building critical thinking and self-confidence in speaking class for non-native English Speakers,” J. Probl. Based Learn. High. Educ., Jul. 2025, doi: 10.54337/ojs.jpblhe.v13i1.10036.
M. Srisudarso, “Narrative techniques in English literature: Enhancing critical thinking skills in EFL classrooms,” Glob. Int. J. Innov. Res., vol. 2, no. 9, pp. 2142–2151, 2024, Accessed: Jan. 25, 2026.
A. Asrita and N. Nurhilza, “Students’ critical thinking skills in group discussion: The case study of fifth grade students in Sukma Bangsa Bireuen Elementary School,” SUKMA J. Pendidik., no. 1, pp. 67–92, 2018.
Nurfitri, Meladina, S. Franchisca, Dedi, and M. N. Sari, “Critical thinking in English language learning: A literature review on strategies and challenges,” EDU Res., vol. 6, no. 2, Jun. 2025, doi: 10.47827/jer.v6i2.927.
M. M. Hennink, International focus group research : a handbook for the health and social sciences. Cambridge University Press, 2007.
T. O. Nyumba, K. Wilson, C. J. Derrick, and N. Mukherjee, “The use of focus group discussion methodology: Insights from two decades of application in conservation,” Methods Ecol. Evol., vol. 9, no. 1, pp. 20–32, Jan. 2018, doi: 10.1111/2041-210X.12860.
T. Yulianti, “Enhancing public speaking ability through Focus Group Discussion,” J. PAJAR (Pendidikan dan Pengajaran), vol. 5, no. 2, Mar. 2021, doi: 10.33578/pjr.v5i2.8238.
N. A. Magfirah, K. Salija, and C. A. Korompot, “Enriching students’ speaking ability through Focus Group Discussion Technique,” J. Technol. Lang. Pedagog., vol. 1, no. 3, pp. 385–392, 2022.
M. Sitohang, K. E. Tarigan, and J. J. Pangaribuan, “Enhancing speaking skills by Using Focus Group Discussion (FGD) technique to eighth grade student of SMP Swasta Budi Murni 2 Medan,” J. Appl. Linguist., vol. 4, no. 2, pp. 11–18, Jan. 2025, doi: 10.52622/joal.v4i2.278.
Nirma, Sujariati, and Ariana, “Focus Group Discussion as communicative activity in enhancing students’ speaking skill at SMAN 5 Barru,” English Lang. Teach. Methodol., vol. 4, no. 3, pp. 335–345, Dec. 2024, doi: 10.56983/eltm.v4i3.473.
O. R. Mahdi, I. A. Nassar, and H. A. I. Almuslamani, “The role of using case studies method in improving students’ critical thinking skills in higher education,” Int. J. High. Educ., vol. 9, no. 2, pp. 297–308, Apr. 2020, doi: 10.5430/ijhe.v9n2p297.
D. T. K. . A. Rahmadani, “Effectiveness of online Focus Group Discussion on English reading skill: A Classroom Action Research during pandemic Covid-19,” ELT Worldw. J. English Lang. Teach., vol. 2, no. 12, pp. 252–262, 2022.
I. W. Khosidah, “Improving students’ speaking skill through Focus Group Discussion (FGD) technique (A Classroom Action Research for the second grade students of SMPN 2 Mertoyudan in the Academic Year of 2017/2018,” IAIN Salatiga, Salatiga, 2017.
S. A. Dinata, “Using Focus Group Discussion to improve ability in speaking skill at class VIII In SMPN 16 Gresik,” IAIN Kediri, Kediri, 2023.
B. I. Assasaki, “The effect of Forum Group Discussion method towards stu-dent’s speaking skill at the grade students of secondary school,” Educ. Dyn. Int. J. Educ. Soc. Sci., no. 3, pp. 56–60, 2025, doi: 10.70062/educationaldynamics.v2i3.202.
M. K. Gardner, “Mixed-methods research,” in How to Design and Evaluate Research in Education, 10th ed., J. R. Fraenkel, N. E. . Wallen, and H. H. Hyun, Eds., McGraw-Hill Education., 2018, pp. 556–586.
Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D , 26th ed. Bandung: Alfabeta, 2017.
D. C. L. Fung, H. To, and K. Leung, “The influence of collaborative group work on students’ development of critical thinking: the teacher’s role in facilitating group discussions,” Pedagog. An Int. J., vol. 11, no. 2, pp. 146–166, Apr. 2016, doi: 10.1080/1554480X.2016.1159965.
B. R. Belland, K. D. Glazewski, and P. A. Ertmer, “Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group,” RMLE Online, vol. 32, no. 9, pp. 1–19, Jan. 2009, doi: 10.1080/19404476.2009.11462062.
F. Erdogan, “Effect of Cooperative Learning Supported by Reflective Thinking Activities on Students’ Critical Thinking Skills,” Eurasian J. Educ. Res., vol. 19, no. 80, pp. 1–24, Apr. 2019, doi: 10.14689/ejer.2019.80.5.
H. N. Truong, “Students’ Perspectives on the Use of Teacher Questions to Promote Critical Thinking in EFL Classrooms,” Int. J. Lang. Instr., vol. 3, no. 2, pp. 1–17, May 2024, doi: 10.54855/ijli.24321.
A. G. Bernstein and C. Isaac, “Critical thinking criteria for evaluating online discussion,” Int. J. Scholarsh. Teach. Learn., vol. 12, no. 2, Jul. 2018, doi: 10.20429/ijsotl.2018.120211.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Dyah Supraba Lastari, Arjulayana Arjulayana
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- 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 acknowledgment 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 and earlier and greater citation of published work.
.png)
.png)
