AN ANALYSIS OF EFL STUDENTS' DIFFICULTIES IN DEVELOPING CRITICAL REASONING IN ENGLISH ARGUMENTATIVE SPEECHES
DOI:
https://doi.org/10.21009/ishel.v2i1.69169Keywords:
critical reasoning, english argumentative speech , speaking difficulties, toulmin argumentation model, instructional strategiesAbstract
This study investigates the difficulties experienced by eleventh-grade students in developing critical reasoning in English argumentative speech at MAN Insan Cendekia Lampung Timur. A qualitative descriptive design was employed involving 96 students. Data were obtained from speech performances, observations, interviews, and supporting documents, and analyzed using an interactive model of data reduction, data display, and conclusion drawing. Toulmin’s argumentation model was used to examine students’ arguments. The findings indicate that students experienced difficulties in developing logical arguments, particularly in providing reasons and evidence to support their opinions. These difficulties were associated with limited vocabulary, grammatical difficulties, pronunciation problems, disrupted fluency, and low self-confidence. The influencing factors included linguistic, psychological, and learning-experience factors. Teachers employed contextual, inquiry, collaborative, and problem-based learning strategies, which students generally perceived positively. However, students still needed systematic support in language use and argument construction. The findings highlight the need for contextual and student-centered argumentative speaking instruction supported by linguistic and argumentative scaffolding to develop students’ critical reasoning.
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