Name : Uswatun Khasanah, M.

Pd (SMP Negeri 22 Surabaya)

Appendix 1. Questions for the EFL teacher

1) How did you facilitate your students to express their ideas and interpretations about the
narrative text they read ?
A. Creating a Safe and Inclusive Classroom Environment:
 Establish ground rules: Ensure students understand the importance of respect,
active listening, and open-mindedness.
 Model respectful discourse: Demonstrate how to share opinions without
judgment or criticism.
B. Employing Effective Questioning Techniques:
 Open-ended questions: Encourage students to think critically and provide
detailed responses.
 Probing questions: Ask follow-up questions to delve deeper into their
understanding.
 Wait time: Allow students sufficient time to formulate their thoughts.
C. Utilizing Collaborative Learning Activities:
 Pair or small group discussions: Promote peer-to-peer interaction and the
exchange of ideas.
 Think-pair-share: Give students time to think individually, discuss with a
partner, and then share their ideas with the class.
D. Encouraging Creative Expression:
 Visual representations: Have students create drawings, diagrams, or mind maps
to illustrate their understanding.
 Role-playing: Allow students to act out scenes from the text to explore character
perspectives.
 Writing prompts: Provide writing prompts that encourage students to connect
the text to their own experiences or to explore different interpretations.
E. Providing Constructive Feedback:
 Focus on strengths: Highlight students' positive contributions and insights.
 Offer suggestions: Provide gentle guidance and suggestions for improvement.
 Encourage reflection: Ask students to consider their own learning and growth.
F. Using Technology to Enhance Engagement:
 Online discussion forums: Create online spaces for students to share their
thoughts and engage in asynchronous discussions.
 Digital storytelling tools: Allow students to create their own narratives using
multimedia elements.
 By implementing these strategies, I aim to create a classroom where students
feel comfortable expressing their ideas, learning from one another, and
developing a deeper appreciation for narrative texts.
2. How did you help your students transfer the critical thinking skills gained from
the narrative text to their writing tasks?
a) Explicit Connection and Modeling
- Direct Instruction: Clearly explain how critical thinking skills, such as
analyzing characters, identifying themes, and understanding plot
development, are essential for effective writing.
- Modeling: Demonstrate how to apply these skills in your own writing or
through examples of well-written narratives.
b) Guided Practice and Feedback
- Writing Prompts: Provide writing prompts that require students to analyze
elements of a narrative text and apply their understanding to their own
writing.
- Peer Review: Encourage students to exchange their writing and provide
constructive feedback, focusing on the application of critical thinking skills.
- Individual Conferences: Offer personalized guidance and feedback on
students' writing, emphasizing the importance of critical thinking and
providing specific suggestions for improvement.
c) Collaborative Learning Activities
- Small Group Discussions: Have students discuss narrative texts in small
groups, encouraging them to analyze and evaluate different perspectives and
interpretations.
- Debate: Organize debates on controversial topics related to narrative texts,
prompting students to think critically about arguments and evidence.
d) Real-World Connections
- Current Events: Connect narrative texts to current events, encouraging
students to analyze how similar themes or characters are portrayed in
different contexts.
- Personal Experiences: Prompt students to reflect on their own experiences
and connect them to the themes or characters in the narrative texts they are
studying.
e) Metacognitive Strategies
- Think-Alouds: Model my own thought process as you analyze a narrative
text, demonstrating how to apply critical thinking skills.
- Reflection Journals: Have students write reflective journals to explore their
own thinking processes and identify areas for improvement in their critical
thinking and writing skills.
3. Could you give an example of how your students use analysis, interpretation, or
evaluation in their writing? I would encourage my students to use analysis,
interpretation, and evaluation in their narrative writing to deepen their
understanding of the text and enhance their own writing skills.

Analysis:
 Breaking down elements: Students can analyze the components of a
narrative text, such as characters, setting, plot, and theme.
 Identifying relationships: They can explore the relationships between these
elements and how they contribute to the overall meaning of the story.
 Examining author's choices: Students can analyze the author's choices in
terms of language, imagery, and symbolism.

Interpretation:
 Understanding meaning: Students can interpret the underlying meaning of
the narrative, considering the author's intended message or the themes
explored.
 Considering different perspectives: They can explore different
interpretations of the text, considering various viewpoints and cultural
contexts.
 Connecting to personal experiences: Students can connect the narrative to
their own experiences or to current events, drawing parallels and making
relevant connections.

Evaluation:
 Assessing effectiveness: Students can evaluate the effectiveness of the
narrative, considering factors such as plot development, characterization,
and theme.
 Identifying strengths and weaknesses: They can identify the strengths and
weaknesses of the narrative, providing constructive criticism and
suggestions for improvement.
 Comparing to other texts: Students can compare the narrative to other texts
they have read, analyzing similarities and differences.

By incorporating these skills into their writing, students can develop a deeper
appreciation for narrative texts and become more effective writers themselves.
They can learn to analyze complex literary elements, interpret the meaning of
the text, and evaluate its overall effectiveness
4. In what ways did you notice critical thinking skills being reflected in your
students' narrative writing? Here are some ways I noticed critical thinking skills
being reflected in my students' narrative writing:
a) Ability to analyze characters: Students demonstrated their ability to analyze
characters by identifying their motivations, strengths, weaknesses, and the
impact of their actions on the story.
b) Understanding of plot development: Students showed their understanding of
plot development by identifying the conflict, rising action, climax, falling
action, and resolution.
c) Identification of themes: Students were able to identify and analyze the
underlying themes in the narratives, such as love, loss, friendship, or coming
of age.
d) Evaluation of narrative elements: Students evaluated the effectiveness of
various narrative elements, such as setting, dialogue, and symbolism.
e) Connection to personal experiences: Students were able to connect the
narratives to their own personal experiences, demonstrating their ability to
apply critical thinking to real-world situations.
f) Consideration of different perspectives: Students considered different
perspectives and interpretations of the narrative, showing their ability to
think critically and evaluate multiple viewpoints.
g) Ability to make inferences: Students were able to make inferences based on
the information presented in the narrative, demonstrating their ability to
think critically and draw conclusions.
Overall, I noticed that my students' narrative writing reflected their growing
critical thinking skills in their ability to analyze, interpret, and evaluate the
various elements of a story.

5. What types of writing activities did you believe best demonstrate students'
critical thinking? Here are some types of narrative text writing activities that I
believe best demonstrate students' critical thinking:
a) Character analysis: Asking students to analyze characters in a narrative text,
identifying their motivations, strengths, weaknesses, and the impact of their
actions on the story.
b) Plot analysis: Having students analyze the plot structure of a narrative,
identifying the conflict, rising action, climax, falling action, and resolution.
c) Theme identification: Guiding students to identify and analyze the
underlying themes in a narrative, such as love, loss, friendship, or coming of
age.
d) Symbolism analysis: Asking students to analyze the symbolism in a
narrative, identifying and interpreting the meaning of objects, characters, or
events that represent something beyond their literal meaning.
e) Comparison and contrast: Having students compare and contrast different
characters, settings, or themes within a narrative text.
 f) Creative writing prompts: Providing students with creative writing prompts
that require them to apply their critical thinking skills to create their own
narratives.
g) Peer reviews: Having students review each other's narrative writing,
providing feedback and evaluating the effectiveness of their peers' work.

These activities encourage students to think critically about the various elements
of a narrative text and demonstrate their understanding of the story's meaning and
significance.

6. How did you provide feedback on students’ writing that encourages the
development of their critical thinking? I provided feedback on students'
narrative text writing that encouraged the development of their critical thinking
skills in several ways:

a) Specific and actionable feedback: I focused on providing specific and

actionable feedback, highlighting areas where students could improve their
analysis, interpretation, or evaluation.
b) Questions to stimulate thought: I asked questions that stimulated students'
critical thinking, such as "How does this character's actions contribute to the
overall theme?" or "What is the significance of this particular setting?"
c) Encouragement to consider alternative perspectives: I encouraged
students to consider alternative perspectives and interpretations of the
narrative, helping them to develop their critical thinking skills.
d) Connection to real-world examples: I connected the narrative text to real-
world examples or current events to help students see the relevance of
critical thinking skills in their everyday lives.
e) Modeling critical thinking: I modeled critical thinking myself by analyzing
and interpreting the narrative text in class, demonstrating how to approach
the text with a critical eye.
f) Providing opportunities for revision: I provided opportunities for students
to revise their narrative texts based on the feedback they received, allowing
them to apply their critical thinking skills to improve their writing.

By providing this type of feedback, I aimed to help students develop their

critical thinking skills and become more effective writers.