Introduction

What is believing? Basically. thought is one manner for homo to pattern the act or exert their rational or procedure of idea. In other manner. thought can besides intend as a manner of concluding and judgement. In easier words. thought is the active procedure by which human develops by apprehensions of us. others and our universe. The procedure of believing enables us to work out jobs. interpret information. make sense of our feelings and attitudes. discuss of import issues. set up beliefs. and work toward the completion of ends. Thinking is an indispensable constituent in our life as a human being.

As stating by Bill Beattie goes.

“The purpose of instruction should be to learn us instead how to believe. than what to believe – instead to better our heads. so as to enable us to believe for ourselves. than to lade the memory with ideas of other work forces. ” Thinking can be derived in two ways. critical thought and besides originative thought. Critical thought is active and purposeful believing about how we arrive at our apprehensions of everything in this universe and choosing those manners of thought which are most successful in clear uping and heightening our apprehension. Critical thought is self-guided. self-restraining thought which attempts to ground at the highest degree of quality in a fair-minded manner. Peoples who think critically in a consistent mode effort to populate rationally. moderately. and empathically.

“The map of instruction is to learn one to believe intensively and to believe critically. Intelligence plus character – that is the end of true instruction. ” – Martin Luther King. Jr.

Critical thought is an exceeding manner of believing about any topic. content. or job – in which the mind improves the quality of his or her thought by skillfully taking charge of the constructions built-in in thought and enforcing rational criterions upon them.

Creative thought is a manner of looking at jobs or state of affairss from a fresh position that suggests unusual solutions which may look fazing at first but finally go utile and superb. Creative thought can be inspired both by an unstructured procedure such as brainstorming. and by a structured procedure such as sidelong thought ( higher order believing ) . A simple definition of creativeness is the ability to conceive of or contrive something new. However. creativeness is non the ability to make out of nil. but the ability to bring forth new thoughts by uniting. altering. or reapplying bing thoughts. Some originative thoughts are surprising and superb. while others are merely simple. good. practical thoughts that no 1 seems to hold thought of yet.

“Creative thought is non a endowment ; it is a accomplishment that can be learnt. It empowers people by adding strength to their natural abilities which improves teamwork. productiveness and where appropriate net incomes. ” — Edward de Bono

Creative thought is the procedure which we use when we come up with a new thought. It is the meeting of thoughts which have non been merged before. Brainstorming is one signifier of originative thought: it works by unifying person else’s thoughts with your ain to make a new one. You are utilizing the thoughts of others as a stimulation for your ain. This originative thought procedure can be inadvertent or deliberate.

“It is the map of originative people to comprehend the dealingss between ideas. or things or signifiers of look that may look absolutely different. and to unite them into some new signifiers. the power to link the apparently in connected. ” – William Plomer

The importance of critical and originative thought is undeniable. In order to follow with the National Education Philosophy ; which emphasize on the development of a whole-rounded persons and capable of taking challenges. CCTS is really important and of import to be nurtured in every pupils or single.

Part 1 – CURRENT SITUATION OF CCTS IN SCHOOL.

I have been working as a contract instructor for 3 old ages in two different schools. Throughout those 3 old ages. I have been learning Mathematicss for one twelvemonth and learning English Language for approximately 2 old ages. Equally far as I can retrieve. during my contract as an English instructor. CCTS was non being implemented and in fact. I don’t even cognize the importance of critical and originative thought accomplishments that have to be highlighted and implemented to the pupils.

But. I realize that the Literature Component that presently being taught in school is really suited and able to foster CCTS in pupils. This is because. it promotes pupils to believe of the state of affairs. analyze the current state of affairs and construe what is traveling to go on in the hereafter. Besides. some of the literature constituents such as verse forms make pupils believe something outside of the ordinary and be originative to play with the words and besides the significance of the sentences.

I remember from my old class on Literature Component during my contract instructor is that. the consciousness as to the demand to cultivate CCTS among pupils in Malaysia has been an issue of concern to many. Malachi Edwin ( 1992 ) stated that literature in English besides developing reading accomplishments will besides assist develop students’ critical thought accomplishments. He adds that these accomplishments will in bend provide pupils chances to understand themselves and their fellow human existences better. In line with Malachi Edwin’s position on the potencies of literature and its function in the cultivation of CCTS. the present research is aimed at utilizing literature as the base through which CCTS can be promoted efficaciously.

Literature in English has been chosen from the many topics offered in the Malayan course of study for two grounds. First. literature in English can be seen to cut across the assorted topics in the course of study as the contents of literary texts are so diverse that they incorporate societal. political. scientific. technological. medical and all other countries of life. Second it is an undeniable fact that literature plays an of import function in our present course of study since it is now being taught to pupils from Form 1 to Form 5 as a constituent of the English Language course of study. There is no uncertainty that the really nature of the topic which requires analysis. work outing jobs and reading can promote critical and originative thought.

In English Language. other course of study that are presently being taught such as grammar. reading comprehension and others would non do pupil to to the full utilize their thought procedure. As the cognition is something that you can retrieve and it is fundamentally a accomplishment that u can accomplish. It is strongly believe that scholars can merely go adept linguistic communication users if they. besides utilizing the linguistic communication and cognizing the significance. could expose originative and critical thought through the linguistic communication ( Kamarul Kabilan. 2000 ) . This suggests that the scholars must be originative in their production of thoughts. and critically back up them with logical and rational account. inside informations and specifics and besides illustrations.

For me. as a instructor. it is indispensable for us to recognize the topic in our course of study before we can understand and seeking to learn pupils or cultivating CCTS in analyzing literature. The function of literature in English in the Malayan course of study has gone through enormous alterations. Before this. literature constituents that have been taught in school are merely simple to cognize about the narrative and how to reply the scrutiny. Most of the pupils or even teacher do non cognize that the literature constituents is really a powerful tool that can be used to instil critical and originative thought in pupils.

The English linguistic communication course of study for Form Four states clearly a figure of aims of the course of study but the aim which is of relevancy to the present survey is Objective Number Three as quoted below: ‘listen to. position. read and respond to different texts. and express thoughts. sentiments. ideas and feelings imaginatively and creatively in spoken and written form’ . ( Huraian Sukatan Pelajaran. Tinging IV. KPM. 2003 )

Part 2 – CHALLENGES FACED IN IMPLEMENTING CCTS IN SCHOOL.

There are fundamentally three grounds why CCTS is rather hard to be implemented in school. They are: 1 ) Teachers themselves. 2 ) Students background. and 3 ) School Authority.

First. during my contract with the school. I have ne’er been exposed to CCTS. I don’t even cognize the being of CCTS in school. The first clip I heard about CCTS is when all English instructor was sent to short classs on Literature Component in 2009. Besides that. I have ne’er know about the preparation in CCTS and the school ne’er stress and set involvement in acquiring the instructor trained in CCTS.

Even though the instructors has been sent to the classs on the execution of CCTS in Literature Component. we have no thought on how to implement the CCTS and still missing in the thought to learn CCTS in category. We fundamentally have the basic thought of CCTS but the job is. we do non cognize how to implement the accomplishments in learning the linguistic communication. Besides that. instructors have a batch of responsible instead than learning pupils. There is tonss of clerical work that should be done. This is someway can disrupt instructors concentrate in giving all out in category. Teachers were given work out of their range. There is excessively much administrative work and learning topics they were non trained for.

In Malayan instruction context. instructors play immense function in learning and larning. They determine and direct the content. activities and procedures of instruction and acquisition in schoolrooms. It is the instructors who decide on the purposes. ends. and schemes of learning to be implemented in schoolrooms. Unfortunately. non all instructors have the same thought about learning. It is non merely the pupils who need to believe and move creatively and critically but the instructor should besides make the same. When I was believing about the Set Induction for my lesson. I had been challenged to believe of a set initiation that I had ne’er usage or seen before. In doing the pupils interested to what the lesson are traveling to be for that twenty-four hours. I have been utilizing vocals. play or even quotation marks from celebrated famous persons for my initiation set.

Second. the instruction system should learn pupils to be great minds. non followings. Unfortunately. it did non work out that good. This might be go oning because of the student’s background. Sometimes. the household is non really helpful in guaranting the prosperity of one pupil. Parents besides play an of import function in supplying encouragement for kids to larn. Encouragement and inducements such as congratulations and awards should be given to childs if they get good consequences. The instruction of the kid is the corporate duty of the household members. The instruction of the kids in a household is the corporate duty of all household members.

The pupil will go a good mind and they should be able to get the hang critical and originative thought. As such. they should be trained with activities that have been focused and aimed to bring forth a high mind mind. Unfortunately. non all pupils are interested because they fail to see the importance of believing accomplishments or even learning English. In short they do non cognize why they need to larn English. One manner to work out this job is. we as a instructors have to give a ground and rational in larning English. I have to make this. because pupils presents ever want to cognize or hold wagess when they do things. including analyzing.

Third. the school authorization can besides go a job for instructor to implement the CCTS. The undertaking given to instructors by the school authorization sometimes can take instructors clip and energy. Besides that. the instructors need to follow with the course of study that they had to complete in the given clip. This is sometimes can go a challenge for instructor to pass clip in carry oning critical and originative thought in category.

Even when I was a instructor. I have some troubles in completing the course of study on clip. particularly Literature Component. When learning Literature Component. I need to take some excess clip to allow the pupils think about the narrative or verse form. Some pupils do non cognize how to construe the information from the verse form. This is really rather difficult for instructor to learn the pupils the thought accomplishments when there is no adequate clip. Thinking accomplishments is non something that the instructor can learn over dark. but it takes some clip to make it.

Part 3 – POSSIBLE SOLUTIONS AND RECOMMENDATION

Every job must hold a remedy. In order for CCTS to be to the full implemented and utile in school system. all the instructors need to be exposed to any new innovation in general and ‘thinking skills’ specifically every bit good as how to integrate them in the lessons. such as through picture. workshops. negotiations. and others. Besides that. uninterrupted development must be carried out from clip to clip as ‘refresher’ class for the instructors. This is because. teacher are merely like another human being that ever forgets and be given to be careless.

Apart from that. instructors need to be cognizant of the importance of believing accomplishments so that it will be carried out in the schoolroom more and can be to the full utilised on schoolroom. Furthermore. the inquiries asked in the schoolrooms will find the ‘thinking’ that the students are making. so instructors need to be exposed and nurtured to hold and use inquiries and oppugning technique that will arouse thought.

Teachers should besides cognize the activity that will be done in schoolroom. The activity should be able to acquire pupils to detect the texts peculiarly literature constituents carefully and critically. to pull upon their vocabulary and to believe creatively and critically about the stuff given.

Besides preparation and fixing instructor to be critical and originative. problem-based acquisition ( PBL ) can besides be one of the methods that can be used to dispute pupils to larn how to believe. Students will work hand in glove in groups to happen solutions to existent universe jobs and more significantly. to develop accomplishments to go autonomous scholars. Here. the end of problem-based acquisition is viewed as acquisition for capableness instead than larning for the interest of geting cognition. Students develop critical thought abilities by invariably associating what ideas they generate and to what they want to make with the information ( Gallagher. 1997 ) .

In an activity like job resolution. both sorts of thought are important to us. First. we must analyze and analyze the job ; so we must make possible solutions ; next we must pick and implement the best solution ; and eventually. we must measure the efficiency of the solution. As you can see. this procedure reveals an alternation between the two sorts of thought. critical and originative. In pattern. both sorts of believing run together much of the clip and are non truly independent of each other.

Furthermore. for me. as a instructor we have to believe aloud in forepart of our pupils. Let them hear what are we believing and perplexing our manner easy through jobs in the topic. I have tried to believe aloud in category in forepart of my pupils. and they show a good response. Particularly. when they say that they ne’er think the manner that I thought and surprise to hear my idea. But. when making this. the instructor should voice our believing easy and clearly. so the pupils able to hear them and response to them.

In Critical and Creative Thinking Skills category. I have learned about Socratic inquiring. Now I know that as a instructor. we have to regularly inquiry our pupils Socratically. Such as. look intoing assorted dimensions of their thought: their intent. their grounds. grounds. informations. their claims. beliefs. readings. tax write-offs. decisions. the deductions and effects of their idea. their response to alternative believing from contrasting points of position. and others.

Decision

Creative and critical thought accomplishments should non be taught individually as an stray entity. but embedded in the capable affair and woven into the course of study. Due to this. the present educational system in Malaysia no longer set accent on the 3Rs but instead stressed critical thought accomplishments. scientific accomplishments every bit good as technological accomplishments in the schools’ course of study.

It is in fact possible to make originative and critical thought activity frequently. in any English linguistic communication category. However. being stuck in the course of study system as in Malaysia. with the exam-oriented instruction and acquisition in school. I tend to foretell that CCTS will be rather difficult to be to the full implemented in school. However. with the fresh English course of study introduced by the Ministry of Education get downing from twelvemonth 2010. I truly expect that pupils will be further exposed with new ways of instruction and acquisition in English.

It was stated that the alteration of the course of study involves the linguistic communication art and grammar constituents with focal point on merriment acquisition every bit good as the ability converse in Standard English. with accent on pronunciation and phonics ( Ministry of Education. 2009 ) . If the alterations are really applied and appraisals are made on the consequence. I am certain that we can make better in edifying the instruction and acquisition of English in Malaysia and at the same clip green goods pupils who are able to believe critically and creatively in any state of affairss.

Mentions

Beyer. B. ( 1987 ) . “Practical Schemes for the Teaching of Thinking. ” Boston: Ally and Bacon Inc.

Kamarul Kabilan ( 2000 ) . Creative and Critical Thinking in linguistic communication Classroom. The internet TESL Journal. Vol. VI. No. 6. June 2000 retrieved 16th April 2010 from hypertext transfer protocol: //iteslj. org/Techniques/Kabilan-CriticalThinking. hypertext markup language

Moore. K. D. ( 2005 ) . Effective instructional schemes: from theory to pattern. California: Sage Publications Inc

Nurliza Othman ( 2002 ) Thinking Skills ; A motivational Factor in ELT. Jurnal Pendidikan IPBA ( 2 ) 5 2002 ; 101-109

White. R. V. ( 1995 ) . New Ways in Teaching Writing. USA: Teachers of English to Speakers of Other Languages. Inc