Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6, 5169-5178 2024 Publisher: Learning Gate DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate © 2024 by the authors; licensee Learning Gate * Correspondence: ahmadmunir@unesa.ac.id The effectiveness of task-based language teaching to improve cadets’ critical thinking skills in comprehending ESP English text Amiruddin Hadi Wibowo1, Ahmad Munir2*, Suhartono3 1,2,3Doctoral Study Program of Language and Literature Education, Universitas Negeri Surabaya, Surabaya, Indonesia; amiruddin.20018@mhs.unesa.ac.id (A.H.W.) ahmadmunir@unesa.ac.id (A.M.) suhartono@unesa.ac.id (S.) Abstract: Reading is crucial for English learners to enhance their fluency, vocabulary, and overall academic success, especially in terms of reading comprehension. In the context of English for Specific Purposes (ESP), critical thinking is particularly important for cadets as it enables them to engage with specialized content, such as maritime studies. This study examines the effectiveness of Task-Based Language Teaching (TBLT) in improving cadets’ critical thinking skills and reading comprehension of ESP reading texts. This study used quantitative research design. The subjects were 64 cadets and two lecturers at a Merchant Marine Polytechnic in Surabaya. Data were collected using observations, interviews, and pretest-posttest results and analyzed using descriptive statistics, t-tests, and MANOVA to assess cadets’ critical thinking and reading comprehension before and after implementing TBLT. The results of MANOVA showed a significant improvement in critical thinking skills and reading comprehension among cadets using the TBLT model compared to those who did not. The TBLT improved cadets' abilities to analyze, evaluate, and apply ESP content to practical maritime contexts. The significance value of the Hotelling’s Trace test (p < 0.05) confirmed the positive impact of TBLT on both skills. In conclusion, TBLT effectively improves critical thinking and reading comprehension skills in ESP learning for cadets. These findings emphasize use of TBLT to develop critical academic skills, providing a strong foundation for learners in specialized areas such as maritime studies. Keywords: Cadets, Critical thinking, ESP, Reading comprehension, Task-Based language teaching. 1. Introduction Reading is very important for people learning English because it helps them understand the language better and use it correctly. When students read often, they get better at understanding of the context [1], and using local stories and materials in teaching also helps students improve their reading skills [2]. Reading helps students think about what they read and connect it to what they already know [3] and it is also important for learning new things in school [4]. Therefore, reading is crucial for English language learners, as regular practice with contextually relevant material improves fluency, comprehension, vocabulary, and overall academic success. Students need advanced skills, like knowledge, abilities, and personal traits, to succeed in today's world [5]. These skills are important because of changes in the economy, technology, and society [6]. Using technology in education helps students think critically and solve problems [7], [8]. Mulyani et al., (2023) stated that learning through projects helps students become more creative and think critically. Therefore, technology helps to support critical thinking and problem-solving, while project- based learning further fosters creativity and critical thinking skills. Critical thinking skills can be categorized into six areas, as defined by Facione (2011): interpretation, analysis, evaluation, inference, explanation, and self-regulation. These categories can be used to assess students' critical thinking during reading. Many studies have shown the benefits of incorporating critical thinking in reading classes. Sumarni & Salsabila, (2023) stated the integration of critical thinking indicators in English reading materials, particularly analysis and evaluation skills. 5170 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate Rodionova & Titova (2023) stated developing critical reading skills through foreign periodicals. In addition, critical thinking is a significant predictor of reading comprehension among seventh-grade students [13], [14]. Finally, Pratama et al. (2024) demonstrated the positive impact of contextual reading materials on enhancing students' critical thinking and reading comprehension skills. Thus, it is necessary to develop critical thinking skills to improve students' reading abilities and academic performance. Task-Based Language Teaching (TBLT) is highly effective in teaching English, especially in English for Specific Purposes (ESP) programs [16]. By focusing on tasks that mirror real-life situations, TBLT helps learners engage more meaningfully with the language. In ESP settings, such as aviation, maritime studies, or hospitality, this approach allows students to practice language through tasks directly relevant to their intended professions. As learners participate in tasks that require practical language use, they not only build language skills but also enhance their analytical and problem-solving abilities, both of which are critical in professional environments [17]. Contextualized learning materials have become essential in ESP as they help students connect language learning with real-world applications [18]. Students show increased motivation and comprehension when the materials reflect the language and situations they will encounter in their careers [19]. For example, cadets studying maritime English benefit from texts on navigation and ship communication, which prepare them for future responsibilities. Such materials deepen students’ understanding of industry-specific language, while also helping them develop critical thinking skills, making their language learning directly relevant to their professional aspirations. Critical thinking skills are fundamental to reading comprehension and professional competence, as they prepare students for real-world challenges [20]. For students in specialized programs, developing critical thinking through reading is crucial because it enables them to interpret, analyze, and respond to information accurately [21]. In professional fields like maritime or aviation, quick and accurate information processing is often necessary for safety and success. By building these skills in an academic setting, students are better equipped to handle the demands of their future careers, where critical reading and decision-making are frequently required. The success of TBLT in ESP is based on pedagogical theories that support active and experiential learning [22]. This approach helps students to construct knowledge through engagement in tasks that replicate real-life challenges. In ESP classrooms, teachers can design tasks that simulate professional scenarios, requiring students to use language for problem-solving in practical situations [23]. This immersive learning environment not only strengthens language proficiency but also helps students develop creativity, adaptability, and critical thinking, which are essential for succeeding in any specialized field. In the context of English for Specific Purposes (ESP), critical thinking and TBLT are particularly beneficial. ESP focuses on teaching language relevant to specific fields such as business, science, or technology, requiring learners to acquire language proficiency and the ability to critically engage with field-specific content. Pratama et al. (2024) showed that contextual reading materials, central to ESP, significantly enhance students' critical thinking and reading comprehension skills. Spirovska (2022) highlighted the importance of critical reading and thinking skills in advanced English courses, noting these are crucial for understanding and engaging with complex texts. Based on the background above, this research investigated the effectiveness of TBLT in improving cadets’ critical thinking skills in comprehending ESP Reading text. 2. Theoretical Background 2.1. Characteristics of Critical Thinking To achieve in a constantly changing environment, students must understand essential skills taught within a 21st-century skill set. These skills are necessary for students to succeed in today's job market [25]. Teachers must teach critical thinking while students are responsible for their learning. Students must be able to seek, analyze, and evaluate new material while organizing and planning its use [26]. To begin critical thinking, students need to understand its qualities. To summarize the previous features of critical thinking, the researcher states that someone with 5171 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate critical thinking would not readily accept what they hear from others rather than questioning and ask for confirmation. He further explains that people with critical thinking are more engaged, accepting things based on evidence, assessing what they hear, and constantly speaking with proof and accountability. 2.2. The Benefits of Critical Thinking Critical thinking may help students distinguish between useful and irrelevant information [27]. A student's ability to identify the key points in a text or other message rather of being distracted by less important materials is improved. A student's ability to respond to the appropriate points in a text or other message is improved. To summarize, critical thinkers are frequently more attentive while reading. They are also better at detecting the root of issues and can react appropriately in specific situations. Most studies on critical thinking have focused on students from middle to higher education levels [28]. Some researchers have found positive results when integrating critical thinking into teaching listening and speaking at a large university in southern Taiwan. However, critical thinking skills among third-year university English students in Indonesia lag behind those of secondary and university students in America. In conclusion, despite being required in the curriculum, critical thinking remains a challenge for English teachers in Indonesia. 2.3. Teaching ESP Reading Reading is the primary means by which students will improve their English in your course. An effective reading program provides instruction in the skills required at various levels and ample practice in these skills. Fluent reading depends primarily on knowledge of vocabulary and subject matter, and secondarily on understanding grammatical structures and the ways writers organize texts in English [29]. Reading comprehension can be improved through language training focusing on structure and language function. According to [30], Reading comprehension is necessary in our society. Reading is almost always done to understand the text's meaning or message. Content is kept as low as possible in ESP courses to prevent disturbing language training. It also retrieves particular grammar structures or language functions. 3. Research Methods The study uses a quantitative approach [31]. Data collection included pretest-posttest results. The study was conducted at Maritime Polytechnique in Surabaya, strategically located near numerous shipping companies and Tanjung Perak port. This geographical advantage aligns well with the department's specialization in the shipping industry. The design used was a pretest-posttest control group design. The following is a picture of this research design: Table 1. Experimental design. Class Pretest Treatment Posttest Control O1 XC O2 Experiment O3 XR O4 A pretest was conducted on the experimental and control groups. Then a difference test was conducted to obtain the same initial conditions. At the end of the treatment, the difference in pretest and posttest achievement of the experimental group (O3- O4) and the difference in pretest and posttest of the control group (O2 - O1) were seen. Then the posttest of the experimental group using TBLT was compared with the posttest of the control group using the conventional model (O4 - O2). Tests were used to show students' critical thinking skills before and after treatment. Learning outcome tests included objective and subjective tests [32]. Objective tests were divided into two, namely true-false tests and multiple-choice tests. Subjective tests are divided into four, namely free description, structured and limited description, short answer, and complementary (filling). The test used 5172 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate in this study was a description test. The test was given at the beginning of learning (pretest) and after the cadets followed the learning process (posttest). Multivariate analysis of variance (MANOVA) was conducted to determine the effect of the TBLT model on critical thinking and reading comprehension skills together. MANOVA hypothesis testing can be done if the assumption test has been met. This test serves for the effect of the TBLT learning model on cadets' critical thinking and reading comprehension skills. The decision criteria for acceptance and rejection of H0 at the 5% significance level were if the significance> 0.05 then H0 was accepted, otherwise if the significance <0.05 then H0 is rejected. The formulation of the hypothesis test provisions in the study was as follows. H0 = There is no significant difference in critical thinking skills and reading comprehension between cadets who follow learning using the TBLT learning model and those who do not follow learning using the TBLT learning model. H1 = There is a significant difference in critical thinking skills and reading comprehension between cadets who follow learning using the TBLT learning model and those who do not follow learning using the TBLT learning model. 3.1. Results 3.1.1. Evaluation of Critical Thinking and Reading Comprehension Skills of Cadets to Answer Third Research Question The data for this study consisted of pre-test and post-test scores assessing critical thinking ability and reading comprehension. Tests were conducted in both experimental and control classes. In the experimental class, the TBLT learning model was used, while the control class employed a conventional learning model. Pre-test data provided an initial assessment of the cadets' critical thinking abilities before any intervention, whereas post-test data reflected their abilities after the intervention. Indicators on critical thinking skills in experimental and control classes are the same, namely making basic clarifications, assessing the basic support of information, drawing conclusions, making advanced clarifications, and applying strategies and tactics in solving problems. Critical thinking ability data were obtained from pre-survey test results (pretest) and test results during learning (posttest), using the same critical thinking ability instrument grids. The pretest data represent cadets' critical thinking abilities before the learning intervention, while the posttest data reflect their abilities during the learning process. In summary, the pretest and posttest critical thinking skills data for the experimental and control groups are presented in the table below. Table 2. Results of statistical description of critical thinking ability of experimental and control classes. Description Pretest Final ability (Posttest) Experiment class Control class Experiment class Control class Number of cadets 32 32 32 32 Mean 54.53 54.69 80.47 70.62 Median 55.00 55.00 80.00 70.00 Standard deviation 9.012 8.126 9.277 12.362 Variance 81.225 66.028 86.064 152.823 Minimum score 40 40 60 50 Maximum score 75 75 100 100 Table 2 shows that there is an average difference in critical thinking skills between the experimental and control classes. The experimental class pretest showed an average of 54.53, while the control class showed an average of 54.69. After participating in the learning, there was an increase in the average score of critical thinking skills in both classes. The experimental class increased to 80.47 with the TBLT learning model, while the control class with the conventional learning model increased to 70.62. Reading comprehension ability data is obtained from the results of the pre-survey test (as a pretest) and the test results during learning (as a posttest) with the same instrument grids. The pretest reading 5173 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate comprehension data is the result of the pre-survey test taken before the learning takes place, while the post-test reading comprehension data is the test result data taken during the learning takes place. In summary, the data on the results of pretest and posttest critical thinking skills in the experimental and control groups are presented in the table below. Table 3. Results of statistical description of reading comprehension ability of experimental and control classes. Description Pretest Final ability (Posttest) Experiment class Control class Experiment class Control class Number of cadets 32 32 32 32 Mean 70.44 69.38 86.28 76.97 Median 71.00 70.00 88.00 78.00 Standard deviation 6.589 8.951 8.169 9.191 Variance 43.415 80.113 66.725 84.483 Minimum score 54 51 66 56 Maximum score 82 90 100 94 Table 3 shows that there is a difference in the average reading comprehension between the experimental and control classes. The experimental class pretest showed an average of 70.44, while the control class showed an average of 69.38. After the learning process, there was an increase in the average reading comprehension scores in both classes. The experimental class, using the TBLT learning model, increased to 86.28, while the control class, using the conventional learning model, increased to 76.97. 3.1.2. Multivariate Test The analysis for the multivariate difference test was conducted using MANOVA which was calculated with the help of SPSS 16 for Windows software. This test was conducted to determine whether PBL had an effect on cadets’ critical thinking skills and scientific attitudes together. Before the MANOVA hypothesis test was conducted, the assumption test was first conducted. The assumption test is in the form of a homogeneity test and normality test, and then the correlation test is conducted. The multivariate normality test is used to fulfill the assumption that the data comes from a population with a multivariate normality distribution. The normality test is an absolute requirement in MANOVA testing. The decision criteria are based on if the significance value (p) >0.05 then Ho is accepted. Conversely, if the significance value (p) <0.05 then Ho is rejected. Test results Multivariate normality can be summarized in Table 4. Table 4. Multivariate normality test results. Variables Class Shapiro-Wilk P value Asymp. Decision Critical Thinking ability Control 0,069 P > 0.05 Normal Experiment 0,647 P > 0.05 Normal Reading Comprehension Control 0,623 P > 0.05 Normal Experiment 0,178 P > 0.05 Normal Table 4 shows that based on the results of the multivariate normality test, the P>0.05 value was obtained. This indicates that the data comes from a multivariate normally distributed population. The complete analysis results can be found in the appendix. After meeting this requirement, the next step is the homogeneity test, which determines whether the data comes from a homogeneous population. The Covariance Variance Matrix Equality Test is used to test the homogeneity of the variance- covariance matrix between populations. The covariance matrix homogeneity test uses Box's M test. 5174 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate Table 5. Covariance matrix homogeneity test results. Box's test of equality of covariance Matricesa Box's M 3.059 F df1 0.984 3 df2 Sig. 6.919E5 0.399 Based on Table 5, it can be seen that the significance value is 0.399 which is greater than 0.05 so it can be said that the variance-covariance matrix of the critical thinking ability and reading comprehension variables is homogeneous. MANOVA hypothesis test is conducted to determine the effect of the TBLT learning model on the critical thinking and reading comprehension skills of cadets. The formulation of the hypothesis test provisions in the study is as follows. H0 = There is no significant difference in critical thinking skills and reading comprehension between cadets who take part in learning using the TBLT learning model and those who do not take part in learning using the TBLT learning model. H1 = There is a significant difference in critical thinking skills and reading comprehension between cadets who take part in learning using the TBLT learning model and those who do not take part in learning using the TBLT learning model. The criteria for acceptance and rejection of H0 at the 5% significance level is based on the significance obtained. If the significance> 0.05 then H0 is accepted, otherwise if the significance <0.05 then H0 is rejected. The MANOVA test results can be displayed in the following table. Table 6. MANOVA test results. Effect Value F Hypothesis df Error df Sig. Factor_group_class hotelling's trace 0.417 12.721a 2.000 61.000 0.000 Table 6 shows that the significance value of the Hotelling's Trace test is 0.000, which is less than 0.05. This indicates that Ho is rejected and H1 is accepted, meaning there is a significant difference in critical thinking skills and reading comprehension between those who use the TBLT learning model and those who do not. Therefore, it can be concluded that the TBLT learning model positively impacts cadets' critical thinking and reading comprehension skills. The hypothesis testing results further confirm that the Task-Based Language Teaching (TBLT) model significantly improves cadets' critical thinking and reading comprehension. The independent t- test analysis showed a significant difference between the groups using TBLT and those not using it, in both critical thinking and reading comprehension skills. This was demonstrated by the rejection of the null hypothesis in the posttest, indicating a significant difference between the two groups after the learning. Furthermore, the paired t-test results confirmed the improvement in these skills before and after using TBLT. Overall, these findings strongly support the effectiveness of TBLT in enhancing both critical thinking and reading comprehension in a language-learning context. 3.2. Discussion The implementation of Task-Based Language Teaching (TBLT) in English for Specific Purposes (ESP) learning has made a significant positive impact on improving cadets' critical thinking and reading comprehension skills, forming a solid foundation for their holistic development [33]. In terms of critical thinking, cadets demonstrated significant improvement after engaging in situation-based tasks. This aligns with Aylward’s [34] research, where cadets were able to evaluate information in greater depth, understanding concepts like maritime navigation and time management. Cadets could analyze argument structures, identify premises and conclusions, and evaluate the reliability 5175 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate of sources [35]. They successfully applied learning concepts in practical settings, showing that they could not only understand concepts theoretically but also relate them to real-life situations in the maritime industry [36], [37]. Moreover, cadets showed the ability to compare and analyze concepts, demonstrating a deep understanding of their nuances [38]. Their metacognitive reflection indicated that they managed their thought processes and strategies effectively during analysis tasks [39]. Regarding reading comprehension, TBLT significantly improved cadets' ability to identify key information, develop deeper contextual understanding, and analyze text structures [40], [41]. Specially designed tasks helped cadets extract relevant information and relate it to practical maritime situations. Their ability to analyze text structure improved, providing a solid foundation for efficient reading [42]. Overall, TBLT fostered holistic reading comprehension by engaging cadets in purposeful reading linked to real-life maritime contexts [43]. In addition to enhancing critical thinking and reading comprehension skills, the use of Task-Based Language Teaching (TBLT) has been instrumental in developing cadets' collaborative and communicative skills. During TBLT activities, cadets worked in groups to solve complex problems, simulating real-life professional scenarios that required cooperation and effective communication [44]. This collaborative element of TBLT promoted mutual learning, where cadets learned from each other’s perspectives and strategies. Such group interactions not only helped them develop critical perspectives but also improved their ability to articulate thoughts, listen actively, and build upon peers' ideas. These are essential skills for future roles in the maritime industry, where teamwork and clear communication are crucial for operational success. Furthermore, TBLT's contextualized learning approach provided cadets with a deeper connection between language skills and their specific field of study. By involving tasks that closely resemble maritime situations, TBLT allowed cadets to see the direct relevance of their learning, which significantly boosted their motivation and engagement. The contextualized tasks required cadets to use domain-specific vocabulary and apply reading skills in ways that mimic real-life demands, thus creating an immersive experience [45]. This connection between language learning and professional relevance fosters a greater sense of purpose in their studies, encouraging cadets to be more proactive in acquiring language skills that will serve them in their future maritime careers. Another key aspect of TBLT is its impact on cadets’ self-regulation and metacognitive skills. By engaging in tasks that require planning, executing, and reflecting on their actions, cadets developed greater awareness of their cognitive processes [46]. This aspect of TBLT promotes self-monitoring and evaluation skills, as cadets must assess their performance throughout the tasks. Developing these skills in a structured learning environment allows cadets to adapt their strategies and approaches to problem- solving, equipping them with valuable tools to face unexpected challenges in real-world maritime situations. Self-regulated learning fosters autonomy, an essential attribute for individuals working in dynamic and often isolated settings, such as those encountered in maritime occupations [47]. Finally, TBLT facilitated a shift from a passive to an active learning model, where cadets became the primary agents of their learning journey. Traditional language learning methods often position learners in passive roles, but TBLT requires active involvement, encouraging cadets to take initiative, make decisions, and solve problems independently [48]. This active engagement not only builds confidence but also reinforces their commitment to lifelong learning [49]. By empowering cadets to take charge of their learning, TBLT prepares them for the self-directed learning and adaptability required in maritime careers, where conditions often demand immediate action and informed judgment. Moreover, the TBLT approach has contributed to enhancing cadets' cultural and situational awareness, which are critical in a globalized field like the maritime industry. Through tasks that incorporate real- world scenarios, cadets were exposed to diverse perspectives and problem-solving approaches, reflecting the international context of maritime operations. This exposure helps cadets understand and respect different cultural practices and communication styles, which is essential in a field where collaboration often occurs across diverse nationalities [50]. Cultivating this cultural sensitivity early on enables cadets to navigate cross-cultural communication challenges effectively, a skill that is increasingly vital in today’s interconnected maritime industry. In addition, TBLT has proven to be an effective tool for bridging theoretical knowledge with 5176 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate practical application. By simulating real-life challenges, cadets practiced applying language and critical thinking skills in situations that mirror their future job roles. This hands-on approach not only reinforced their understanding of maritime-specific terminology but also taught them how to transfer academic knowledge to real-world contexts. This connection between classroom learning and on-the- job expectations prepares cadets for a smoother transition from training to professional environments. Consequently, TBLT provides cadets with a holistic learning experience that combines language acquisition, critical thinking, and professional readiness—qualities that position them for success in their maritime careers. In conclusion, the implementation of TBLT in ESP learning has positively impacted both critical thinking and reading comprehension among cadets, preparing them for the complexities of the maritime industry. 4. Conclusion This study highlights the effectiveness of the implementation of the Task-Based Language Teaching (TBLT) model in improving cadets' critical thinking and reading comprehension in the context of English for Specific Purposes (ESP). The results of the statistical analysis showed that the use of TBLT significantly improved critical thinking and reading comprehension compared to conventional learning methods. Cadets who participated in learning with the TBLT model showed significant improvements in various aspects of critical thinking, including clarification, evaluation, and application of strategies in solving problems. Likewise, their reading comprehension skills improved, as seen from their ability to identify important information, understand context, and analyze text structures. The TBLT model provides a more contextual and relevant learning experience to their field of study, motivating cadets to be more active in the learning process. In addition, TBLT helps develop collaboration and communication skills, which are essential in a career in the maritime industry. In conclusion, the TBLT approach has proven effective not only in developing language skills but also in preparing cadets for future professional challenges, making it a superior method for ESP education. Copyright: © 2024 by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). References [1] M. Rochman, “The IMPORTANCE OF TEACHING READING: IMPROVING STUDENTS’READING COMPREHENSION IN EFL CONTEXT EMPHASIZED ON READING FLUENCY AND ACCURACY,” Journey J. English Lang. Pedagog., vol. 1, no. 1, pp. 6–14, 2018. [2] A. Pratama and M. S. Sumardi, “Contextual Teaching and Learning Using Local Content Material on Students’ Reading Comprehension at a Junior High School in Indonesia,” SALEE Study Appl. Linguist. English Educ., vol. 3, no. 2, pp. 184–194, 2022. [3] R. Butterfuss, J. Kim, and P. Kendeou, “Reading Comprehension.,” Grantee Submiss., 2020. [4] G. Saeedi, A. Khanmohammadi, and H. Mahmmodi, “Reading Comprehension and Its Importance in Learning English as a Second Language,” IJEFL, vol. 1, no. 1, pp. 61–69, 2016. [5] R. Germaine, J. Richards, M. Koeller, and C. Schubert-Irastorza, “Purposeful use of 21st century skills in higher education.,” J. Res. Innov. Teach., vol. 9, no. 1, 2016. [6] S. Hallerman, C. Lewis, and B. Dresbach, “What is a 21st century education,” Mays, vol. 27, p. 2019, 2019. [7] A. Ranggana, W. Wahyudin, G. Gunarso, and E. Permatasari, “21st Century Learning Trends: What Educators Need to Know,” EDUKATIF J. ILMU Pendidik., vol. 6, no. 1, pp. 616–624, 2024. [8] L. K. Kalyani, “The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills,” Int. J. Sci. Res. Mod. Sci. Technol., vol. 3, no. 4, pp. 5–10, 2024. [9] A. Mulyani, D. R. Indriyanti, and S. Madnasri, “Research trend of 21st century skills in science education through bibliometrics,” J. Pendidik. Sains Indones. (Indonesian J. Sci. Educ., vol. 11, no. 4, pp. 897–916, 2023. [10] P. A. Facione, “Critical thinking: What it is and why it counts,” Insight Assess., vol. 2007, no. 1, pp. 1–23, 2011. [11] S. Sumarni and F. Salsabila, “THE INFUSION OF CRITICAL THINKING SKILLS INDICATORS AND MICROLEARNING PRINCIPLES IN THE ENGLISH READING Materials for Vocational School Students: A Content Analysis,” English Rev. J. English Educ., vol. 11, no. 3, pp. 699–708, 2023. [12] I. V Rodionova and O. A. Titova, “TEACHING TOOLS FOR CRITICAL READING DEVELOPMENT,” Russ. J. Educ. Psychol., vol. 14, no. 5, pp. 7–23, 2023. [13] D. Paige, W. H. Rupley, and L. Ziglari, “Critical Thinking in Reading Comprehension: Fine Tuning the Simple View https://creativecommons.org/licenses/by/4.0/ 5177 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate of Reading,” Educ. Sci., vol. 14, no. 3, p. 225, 2024. [14] H. S. Tan, “Critical Reading Skills in English of Incoming Grade 10 Learners: An Analysis and Interpretation,” Int. J. Multidiscip. Appl. Bus. Educ. Res., vol. 4, no. 10, pp. 3766–3776, 2023. [15] A. Pratama, R. R. Putri, and Y. Fitrah, “Students’ Critical Thinking on Reading Comprehension Based on Contextual Reading Material: An Experimental Study,” SALEE Study Appl. Linguist. English Educ., vol. 5, no. 1, pp. 258–270, 2024. [16] A. N. Hima and T. H. Saputro, “The Implementation of Task-Based Language Teaching (TBLT) and English for Specific Purposes (ESP) Context in SMK Muhammadiyah 1 Malang,” Muhammadiyah 1 Malang. Elit. J., vol. 1, no. 2, pp. 111–122, 2019, [Online]. Available: https://www.elitejournal.org/index.php/ELITE [17] C. Chen, H. Hung, and H. Yeh, “Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners,” J. Comput. Assist. Learn., vol. 37, no. 3, pp. 851–860, Jun. 2021, doi: 10.1111/jcal.12528. [18] A. U. Zaman, “Challenges In English For Specific Purposes (ESP) Teaching Materials: A Systematic Review For Modern Learning Environments,” Glob. MAINSTREAM J., vol. 1, no. 1, pp. 8–18, May 2024, doi: 10.62304/ijass.v1i1.139. [19] G. Sakkir, S. Dollah, S. Arsyad, and J. Ahmad, “Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students,” Int. J. Lang. Educ., vol. 5, no. 1, pp. 542–551, Mar. 2021, doi: 10.26858/ijole.v5i1.14856. [20] M. A. Al Roomy, “Investigating the Effects of Critical Reading Skills on Students’ Reading Comprehension,” SSRN Electron. J., vol. 13, no. 1, pp. 366–381, 2022, doi: 10.2139/ssrn.4085855. [21] M. Din, “Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan,” Think. Ski. Creat., vol. 35, p. 100627, Mar. 2020, doi: 10.1016/j.tsc.2020.100627. [22] M. Rodríguez-Peñarroja, “Integrating Project-Based Learning, Taskbased Language Teaching Approach and Youtube in the Esp Class: a Study on Students’ Motivation,” Teach. English with Technol., vol. 22, no. 1, pp. 62–81, 2022. [23] A. O. Karapetian, “Creating ESP-Based Language Learning Environment to Foster Critical Thinking Capabilities in Students’ Papers,” Eur. J. Educ. Res., vol. volume-9-2, no. volume-9-issue-2-april-2020, pp. 717–728, Apr. 2020, doi: 10.12973/eu-jer.9.2.717. [24] E. Spirovska, “Fostering critical reading and critical thinking skills through teaching practices in the context of advanced (EAP) English courses,” J. Teach. English Specif. Acad. Purp., pp. 439–449, 2022. [25] G. Hove, “Developing critical thinking skills in the high school English classroom.” Citeseer, 2011. [26] L. Cohen, L. Manion, K. Morrison, and D. Wyse, A guide to teaching practice. Routledge, 2010. [27] S. Cottrell, Critical thinking skills: Effective analysis, argument and reflection. Bloomsbury Publishing, 2017. [28] I. Pradita, “Critical Language Awareness As Text-Mediated Language Analysis: Learners as Critical Readers,” Sr. Ed. Paul Robertson, p. 97, 2018. [29] M. H. Abdukhalilovna and Y. E. Bakhtiyarovna, “Improving reading comprehension skills of learners in teaching esp (English for specific purposes),” Вопросы науки и образования, no. 4 (49), 2019. [30] H. Tavakoli and A. R. Loth, “The impact of CALL-mediated TBLT on L2 reading comprehension.,” J. Educ. Online, vol. 18, no. 2, 2021. [31] J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, Fifth Edit. London: SAGE Publications Inc., 2018. [32] U. Hayati, M. Ediyani, M. Maimun, K. Anwar, M. B. Fauzi, and S. Suryati, “Test Technique as a Tool for Evaluation of Learning Outcomes,” Budapest Int. Res. Critics Inst. Humanit. Soc. Sci., vol. 3, no. 2, pp. 1198–1205, 2020, doi: 10.33258/birci.v3i2.961. [33] H. Marashi and S. Mirghafari, “Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing,” Stud. English Lang. Educ., vol. 6, no. 1, pp. 26–43, Mar. 2019, doi: 10.24815/siele.v6i1.11745. [34] K. Aylward, R. Weber, M. Lundh, S. N. MacKinnon, and J. Dahlman, “Navigators’ views of a collision avoidance decision support system for maritime navigation,” J. Navig., vol. 75, no. 5, pp. 1035–1048, Sep. 2022, doi: 10.1017/S0373463322000510. [35] R. B. Johansen, J. C. Laberg, and M. Martinussen, “Military Identity as Predictor of Perceived Military Competence and Skills,” Armed Forces Soc., vol. 40, no. 3, pp. 521–543, Jul. 2014, doi: 10.1177/0095327X13478405. [36] M. G. Jamil and Z. Bhuiyan, “Deep learning elements in maritime simulation programmes: a pedagogical exploration of learner experiences,” Int. J. Educ. Technol. High. Educ., vol. 18, no. 1, p. 18, Apr. 2021, doi: 10.1186/s41239-021- 00255-0. [37] Q. Chen and C. Wright, “Contextualization and authenticity in TBLT: Voices from Chinese classrooms,” Lang. Teach. Res., vol. 21, no. 4, pp. 517–538, Jul. 2017, doi: 10.1177/1362168816639985. [38] H. A. Qaddomi, “English for Specific Purposes in Palestinian Context: Determining EFL Cadets’ Needs at Al Istiqlal University,” Theory Pract. Lang. Stud., vol. 3, no. 7, Jul. 2013, doi: 10.4304/tpls.3.7.1110-1122. [39] C. Y. Dwee, E. M. Anthony, B. M. Salleh, R. Kamarulzaman, and Z. A. Kadir, “Creating Thinking Classrooms: Perceptions and Teaching Practices of ESP Practitioners,” Procedia - Soc. Behav. Sci., vol. 232, pp. 631–639, Oct. 2016, doi: 10.1016/j.sbspro.2016.10.087. [40] B. Il Park, “The future journey of International Journal of Multinational Corporation Strategy,” Int. J. Multinatl. Corp. Strateg., vol. 1, no. 1, p. 1, 2016, doi: 10.1504/IJMCS.2016.076656. [41] R. T. Astuti, “Improving students’ reading comprehension ability using task based language teaching,” Ling. Pedagog. J. English Teach. Stud., vol. 2, no. 1, pp. 1–13, Aug. 2020, doi: 10.21831/lingped.v2i1.28023. 5178 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 8, No. 6: 5169-5178, 2024 DOI: 10.55214/25768484.v8i6.3140 © 2024 by the authors; licensee Learning Gate [42] F. A. Motlagh, A. S. Jafari, and Z. Yazdani, “A General Overview of Task-based Language Teaching (TBLT), from Theory to Practice,” Int. J. Lang. Linguist., vol. 2, no. 1, pp. 1–11, 2014, doi: 10.11648/j.ijll.s.2014020501.11. [43] K. Azmy and D. W. Nanda, “Implementing Task-Based Language Teaching (TBLT) to Enhance Students’ Speaking, Writing and Reading Skills: Is It Possible?,” J. Ilm. Didakt. Media Ilm. Pendidik. dan Pengajaran, vol. 24, no. 2, p. 176, 2024, doi: 10.22373/jid.v24i2.22730. [44] S. V. Symonenko, N. V. Zaitseva, K. P. Osadcha, and O. H. Kuzminska, “English language training for IT professionals at Ukrainian universities: pedagogical conditions and content,” CEUR Workshop Proc., vol. 3535, pp. 94–112, 2023. [45] D. K. Ladson, “Model for Measuring U.S. Army Warfighter’s Critical Thinking Skills: A Meta-Analysis,” Walden University, 2024. [46] B. J. Knox, R. G. Lugo, and S. Sütterlin, “Cognisance as a Human Factor in Military Cyber Defence Education,” IFAC- PapersOnLine, vol. 52, no. 19, pp. 163–168, 2019, doi: 10.1016/j.ifacol.2019.12.168. [47] H. Patrick and M. J. Middleton, “Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens,” Educ. Psychol., vol. 37, no. 1, pp. 27–39, Mar. 2002, doi: 10.1207/00461520252828537. [48] R. Makhachashvili and I. Semenist, “Dynamic Assessment of E-Learning in Foreign Languages Programs in Sustainable and Emergency Digitization Formats,” in 15th annual International Conference of Education, Research and Innovation, Nov. 2022, pp. 4589–4594. doi: 10.21125/iceri.2022.1103. [49] K. Pihlainen, K. Korjonen-Kuusipuro, and E. Kärnä, “Perceived benefits from non-formal digital training sessions in later life: views of older adult learners, peer tutors, and teachers,” Int. J. Lifelong Educ., vol. 40, no. 2, pp. 155–169, Mar. 2021, doi: 10.1080/02601370.2021.1919768. [50] A. Clark and N. Minami, “Communication Skills, Cultural Sensitivity, and Collaboration in an Experiential Language Village Simulation,” Foreign Lang. Ann., vol. 48, no. 2, pp. 184–202, Jun. 2015, doi: 10.1111/flan.12134.