CONCLUSION & RECOMMENDATIONS

In conclusion, the comprehensive Qur’anic views of the concept of thinking (Tafakkur) as part and parcel of the Qur’anic view of man. Obviously, man as vicegerent has a noble task and a grand mission to undertake on this earth. As clearly stated in some Qur’anic verses, the essence of the mission of man has to do with the faculties which are put at his disposal by his omnipotent Creator. (Surah al-Ankabut:20)

In this respect, the faculty of Tafakkur becomes one of the most important features that not only distinguishes man from other creatures, but also qualifies him to accomplish a pivotal role as a civilization builder and mission conveyor. The concept of Tafakkur is approached from a socio-linguistics angle. That is, the analysis of the Qur’anic meaning of Tafakkur as well as the social implications of these connotations. Jamal Badi (2001)

In brief, the fundamental issue, which most teachers tend to ignore, is the capabilities of their learners. If teachers continue to disregard learners' views and opinions, or suppress them without ever giving the learners the chance to express themselves, then the learners would not be able to train and use their thinking skills. Teachers should facilitate and encourage critical thinking skills by viewing their learners differently from what they had presumed. Budgen (2004)

Furthermore, they also need to change their pedagogical views and adopt a more flexible attitude towards their teaching and not be too concentrated and dependent on textbooks and their schools' aspirations, which are usually exam-oriented. What is more important is the aspirations of the learners and how teachers could exploit the potentials of their learners. Also needed is the change of teachers' views of themselves. They are not providers but thinkers who constantly think of what could be done to encourage critical thinking in their learners. Budgen (2005)

Hence, in order to achieve good performance in language learning, critical thinking should be introduced in language learning to have a better understanding, to convey message, as well as to change teachers’ attitudes towards students with the continuous process and generating motivations to keep them everlasting.

REFUTATION – CHANGE TEACHER’S ATTITUDE

In other hand, there are teachers who regard learners as empty vessels, which need to be filled with knowledge. The teachers tend to assume that the learners do not have any or little prior knowledge and experiences regarding the subject matter that is going to be taught in classrooms. These teachers ignore, knowingly or unknowingly, the individuality of students. They fail to understand and appreciate the learners' own unique experiences, and concepts, notions and views of the world. Budgen (2001)

In addition, Teachers who do not acknowledge each learner's individuality will often lead a boring and unimaginative language classroom because of the minimal participation and involvement of learners. The learners will feel left out and assume their opinions and beliefs as not relevant or important enough to be heard in the classroom. Eventually, this would pave the way to a molding process of passive language learners, and be a cause to the detriment of critical thinking. Budgen (2002)

Furthermore, teachers could gain much by listening to the learners' opinions and beliefs. The obvious one being the enrichment of experience, ideas and thoughts in a discussion of an issue. For this to flow without hindrance, teachers should develop a mutual relationship with their learners. Facione (2000) described this relationship as "I-thou relationship between two subjects". This means that teachers need to consider learners as individuals who are equals in a situation of genuine two-way communication. Spener (2001). Besides that, it must also involve respect. Smith (2002) and characterizes the communication in a manner which is humble, open and focused on collaborative learning. Boyce (2003). More importantly, the learners learn from the teacher, and the teacher learns from the learners.

Moreover, teachers' beliefs and attitudes about themselves, and their functions in language classrooms have momentous implications for learners' ability to think critically. If the teachers think that their primary roles are to teach and provide answers and information, then the learners are exposed to the culture of "spoon-feeding". Eventually, the learners" ability to look for answers and solutions, and to inquire, to decide, to question, to reject and to accept ideas will greatly diminish. Spener (2001)

Hence, teachers need to believe that their major roles are to think, guide, initiate, facilitate and encourage the learners. This will put them in a right frame of mind and lead the learners into becoming a community of collaborative inquirers.

COUNTER ARGUMENT – TEACHER-CENTERED LEARNING

However, it might be objected that critical thinking should impose in language learning whereby student will be given freedom to think and drive to their own conclusion based on their understanding alone. There are teachers who prefer using teacher-centered classroom environment. As Jeremy (2006) stated in his book whereby he worried that letting student’s do the learning by themselves might drive them to a wrong path or mislead them with a wrong idea and interpretations.

Jeremy (2006) emphasized in his book,

Teachers use many metaphors to describe what they do. Sometimes they say that they are like actors because ‘we are always on the stage’. Others think they are like orchestral conductors because ‘I direct conversation and set the pace and tone’. Yet others feel like gardeners because ‘we plant the seed and then we watch them grow’. The range of images – these and others – that teachers use about themselves indicate the range of views that they have about their profession. (p.142)

Furthermore, teachers who view their job as transmission of knowledge from themselves to students are usually very comfortable with the image of themselves as controller. They are in charge of the class and the activity taking place in a way that substantially different from a situation where students working on their own or in groups. Teachers take the roll, tell students things, organize drill, read aloud, and in various other ways exemplify the qualities of a teacher-fronted classroom. Vincent (2005)

In addition, Robert O’Neil an influential English language teaching materials writer and trainer, wrote an article whose title clearly expressed his disquiet in learner-centeredness since he called it ‘The plausible myth of learner-centeredness’. He is worried that letting student do the learning on their own with teachers only intervening when and if needed, might amount to a form of neglect. It could be tantamount to an abdication by the teacher of the knowledge-giving role. “What is wrong with old-fashioned ‘teacher-fronting’” he wondered. Robert (2003) (p.2) He believed that the teacher-fronting classroom seems to work, has always worked and he also stressed that many students feel more comfortable with it.

ARGUMENT 2 – CONVEY MESSAGE

Secondly, critical thinking also seen as means for communicating message to people with different cognitive preferences. This is because some people are very talented language learners but they are some people who are facing low-cognitive preference. These differences create a big gap between students in acquiring language. Thus, critical thinking helps them expressing claims and judgments based on proofs and evidence. It as well helps them to convey the message or idea clearly because they have their own opinion based on the critical thinking skill. Victoria, Robert & Nina (2007)

Children are not born with the power to think critically, nor do they develop this ability naturally beyond survival-level thinking. Critical thinking is a learned ability that must be taught. Most individuals never learn it. Critical thinking cannot be taught reliably to students by peers or by most parents. Trained and knowledgeable instructors are necessary to impart the proper information and skills. Chapman (2002)

Moreover, critical thinking is the ability to think for one's self and reliably and responsibly make those decisions that affect one's life. Critical thinking is also critical inquiry, so such critical thinkers investigate problems, ask questions, pose new answers that challenge the status quo, discover new information that can be used for good or ill, question authorities and traditional beliefs, challenge received dogmas and doctrines, and often end up possessing power in society greater than their numbers. Tokoro (2005)

It may be that a workable society or culture can tolerate only a small number of critical thinkers, that learning, internalizing, and practicing scientific and critical thinking is discouraged. Most people are followers of authority: most do not question, are not curious, and do not challenge authority figures who claim special knowledge or insight. Most people, therefore, do not think for themselves, but rely on others to think for them. Most people indulge in wishful, hopeful, and emotional thinking, believing that what they believe is true because they wish it, hope it, or feel it to be true. Most people, therefore, do not think critically. Tokoro (2005)

ARGUMENT 1 – BETTER UNDERSTANDING

First and foremost, critical thinking gives students better understanding about the subject. This is due to the reason that students need to have a picture or an overview about what they are going to learn in order to give them some background idea to understand what they are learning. Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world. Another way to describe it is reasonable, reflective, responsible, and skillful thinking that is focused on deciding what to believe or do. Steven (2000)

Teachers may of course directly teach critical thinking principles to the students during learning process in classroom. Teachers can present the subject matter in a way that students will be encouraged to think critically about it. This is accomplished during language learning by questioning the students in ways that require that they not only understand the material, but can analyze it and apply it to new situations. Besides, teachers can evaluate the student trough term papers. The best way to teach critical thinking is to require that students write. Writing forces students to organize their thoughts, contemplate their topic, evaluate their data in a logical fashion, and present their conclusions in a persuasive manner. Good writing is the epitome of good critical thinking. Budgen (2007)

Furthermore, a person who thinks critically can ask appropriate questions, gather relevant information, efficiently and creatively sort through this information, reason logically from this information, and come to reliable and trustworthy conclusions about the world that enable one to live and act successfully in it. Jamal Badi (2005) stressed in his book that “Asking question is one of most effective tools in learning to clarify the understanding of the student. Critical thinking helps them to think further and ask question on what and how the language learning going to take place”. (p.61)

INTRODUCTION

The communicative approach to language teaching began to overshadow the systematic approach in the 1950s. The latter outlined that if learners are to be proficient in the language, they must master the mechanism by which the language works, and learn the language system. On the contrary the communicative approach emphasized that learners become proficient by using the language, and not by just merely learning about the language. Budgen (2000)

However, by only using and knowing the meaning, learners do not become proficient in the target language. It is strongly believe that learners can only become proficient language users if they, besides using the language and knowing the meaning, could display critical thinking through the language. This implies that the learners must be critical in their production of ideas, as well as critically support them with logical explanation, details and examples. Mohd Kamarul Kabilan (2007)

Critical language learners are defined in terms of the learners' cognitive abilities to carry out certain tasks effectively. They must be able to carefully and deliberately determine to accept, reject or suspend judgment about a claim (Moore and Parker, 2000). Critical language learners must also be able to identify and cite good reasons for their opinions and answers, correct themselves and others' methods and procedures, and adapt to uniformities, regularities, irregular circumstances, special limitations, constraints and over-generalizations (Lipman, 2000).

First and foremost, critical thinking gives students better understanding about the subject. This is due to the reason that students need to have a picture or an overview about what they are going to learn in order to give them some background idea to understand what they are learning. In addition, asking question is one of most effective tools in learning to clarify the understanding of the student. Critical thinking helps them to think further and ask question on what and how the language learning going to take place. Jamal Badi & Mustapha Tajdin (2005)

Furthermore, critical thinking also seen as means for communicating message to people with different cognitive preferences. This is because some people are very talented language learners but they are some people who are facing low-cognitive preference. These differences create a big gap between students in acquiring language. Thus, critical thinking helps them expressing claims and judgments based on proofs and evidence. It as well helps them to convey the message or idea clearly because they have their own opinion based on the critical thinking skill. Victoria, Robert & Nina (2007)

However, it might be objected that teachers prefer using teacher-centered classroom environment rather using critical thinking and give the student freedom to come to conclusion based on their understanding alone. As Jeremy (2006) stated in his book whereby he worried that letting student’s do the learning by themselves might drive them to a wrong path or mislead them with a wrong idea and interpretations.

Nevertheless, there are teachers who regard learners as empty vessels, which need to be filled with knowledge. The teachers tend to assume that the learners do not have any or little prior knowledge and experiences regarding the subject matter that is going to be taught in classrooms. These teachers ignore, knowingly or unknowingly, the individuality of students. They fail to understand and appreciate the learners' own unique experiences, and concepts, notions and views of the world. Budgen (2006)

In brief, as clearly stated in some Qur’an versus that the faculty of Tafakkur or thinking becomes one of the most important features that not only distinguishes man from other creatures, but also qualifies him to accomplish a pivotal role as a civilization builder and mission conveyor. Allah commands us to reflect upon the beginning of everything and to observe the roots so one may not jump to questionable conclusions. (Surah al-Ankabut : 20) Thus, it is firmly believed that critical thinking should be included in language learning in order to have a better understanding, to convey message and to change teacher’s attitude.

Abstract

By using and knowing the meaning, learners do not become proficient in the target language. It is strongly believe that learners can only become proficient language users if they, besides using the language and knowing the meaning, could display critical thinking through the language. This implies that the learners must be critical in their production of ideas, as well as critically support them with logical explanation, details and examples. Thus, it is firmly believed that critical thinking should be included in language learning in order to have a better understanding, to convey message and to change teacher’s attitude.

Verb Tenses

Sequence of Tenses

Strictly speaking, in English, only two tenses are marked in the verb alone, present (as in "he sings") and past (as in "he sang"). Other English language tenses, as many as thirty of them, are marked by other words called auxiliaries. Understanding the six basic tenses allows one to recreate much of the reality of time in his writing. The six are

Simple Present: They walk

Present Perfect: They have walked

Simple Past: They walked

Past Perfect: They had walked

Future: They will walk

Future Perfect: They will have walked

Problems in sequencing tenses usually occur with the perfect tenses, all of which are formed by adding an auxiliary or auxiliaries to the past participle, the third principal part.

ring, rang, rung

walk, walked, walked

The most common auxiliaries are forms of "be," "can," "do," "may," "must," "ought," "shall," "will," "has," "have,"

"had," are the forms we shall use in this most basic discussion.

Present Perfect

The present perfect consists of a past participle (the third principal part) with "has" or "have." It designates action which began in the past but which continues into the present or the effect of which still continues.

1. Betty taught for ten years. (simple past)

2. Betty has taught for ten years. (present perfect)

The implication in (1) is that Betty has retired; in (2), that she is still teaching.

1. John did his homework. He can go to the movies.

2. If John has done his homework, he can go to the movies.

Infinitives, too, have perfect tense forms when combined with “have," and sometimes problems arise when infinitives are used with verbs such as "hope," "plan," "expect," and "intend," all of which usually point to the future

(I wanted to go to the movie. Janet meant to see the doctor.)

The perfect tense sets up a sequence by marking the action which began and usually was completed before the action in the main verb.

1. I am happy to have participated in this campaign!

2. John had hoped to have won the trophy.

Thus the action of the main verb points back in time; the action of the perfect infinitive has been completed.

(Notice present, present perfect sequence in the comment.)

Past Perfect

The past perfect tense designates action in the past just as simple past does, but the action of the past perfect is action completed in the past before another action.

1. John raised vegetables and later sold them. (past)

2. John sold vegetables that he had raised. (past perfect)

The vegetables were raised before they were sold.

1. Renee washed the car when George arrived (simple past)

2. Renee had washed the car when George arrived. (past perfect)

In (1), she waited until George arrived and then washed the car. In (2), she had already finished washing the car by the time he arrived.

In sentences expressing condition and result, the past perfect tense is used in the part that states the condition.

1. If I had done my exercises, I would have passed the test.

2. I think George would have been elected if he hadn't sounded so pompous.

Notice: There can be only one "would have" action group in a sentence.

Future Perfect Tense

The future perfect tense designates action that will have been completed at a specified time in the future.

1. Saturday I will finish my housework. (simple future)

2. By Saturday noon, I will have finished my housework. (future perfect)

Review

1. Judy saved thirty dollars. (past)

2. Judy will save thirty dollars. (future)

3. Judy has saved thirty dollars. (present perfect)

4. Judy had saved thirty dollars by the end of last month. (past perfect)

5. Judy will have saved thirty dollars by the end of this month. (future perfect)