ABSTRACT
THE CORRELATION BETWEEN STUDENTS’ CRITICAL THINKING AND THEIR READING COMPREHENSION
ABILITY AT THE THIRD GRADE OF SMPN 3 NATAR LAMPUNG SELATAN IN
2014/2015 ACADEMIC YEAR
ERNI WIJAYANTI Lampung University
This study is aimed at (1) investigating whether there is any significant correlation between students’ critical thinking and their reading comprehension ability at SMPN 3 Natar Lampung Selatan.
To achieve that goal, the researcher carried out quantitative study with correlation study which was one of the kinds of ex-post facto design. The population of this research was the third grade students of SMPN 3 Natar Lampung Selatan in 2014/2015 academic year was chosen one class IX C as a sample by using random sampling. The number of the students of each class about 35 students. The instruments of this research were critical thinking test and reading test.
The results of data analysis showed that there was correlation between students’ critical thinking and their reading comprehension ability. The data collected were analyzed by using Pearson Product Moment, that the coefficient correlation between students’ critical thinking and their reading comprehension ability was 0.746. The statistical analysis correlation was significant (p>0.1 p= 0.00). Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. The result of this research showed that critical thinking has simultaneous correlation on students’ reading comprehension ability. It indicated that critical thinking simultaneously have significant correlation and contribution on the reading comprehension ability.
NATAR LAMPUNG SELATAN IN 2014/2015 ACADEMIC YEAR
By
Erni Wijayanti
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF LAMPUNG
The writers’ name is Erni Wijayanti. She was born on June 24th
, 1992 in Panca Warna. She is the only one child of H. Suwarji and Sri Suparmi.
She graduated from Aisyiyah Bustanul Athfal kindergarten in 1999. She continued to Elementary School SDN 1 Rajabasa Raya and graduated in 2005. Having graduated from the school she continued to Junior High School SMPN 3 Natar South Lampung, and graduated in 2008. In 2011 she graduated from SMA Al-Kautsar Bandar Lampung.
DEDICATION
With love and appreciation I dedicate this research paper to:
Allah SWT and the prophet Muhammad SAW for their bless and affection to accompany the researcher life from the beginning till the end.
My beloved Dad and Mom (H. Suwarji and Sri Suparmi)
(thanks for everything. I love you so much)
My Cousins (Desy Rahmawati, Moenaqistin Nur Novianti and etc) (thanks for the support)
MOTTO
There are many challenges in your life,
that’s
way to be success
(The writer)
ACKNOWLEDGMENTS
Praise be merely for Allah SWT for the gracious mercy and tremendous blessing that enables me to accomplish this research project. Amien Walhamdulillahi Robbilallamin.
This research report, entitled “The Correlation between Students’ Critical Thinking and Their Reading Comprehension Ability at the Third Grade of SMPN 3 Natar Lampung Selatan in 2014/2015 Academic Year” is submitted to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teachers Training and Education Faculty, the University of Lampung.
First of all, I would like to dedicate my sincere gratitude and respect to Prof. Dr. Cucu Sutarsyah, M.A., as my first advisor and also my academic advisor, who has given his knowledge and experience, despite his busy schedule in correcting this paper and to my second advisor, Drs. Huzairin, M.Pd., who has given his suggestion to correct my paper. I also would like to express deepest gratitude and respect to Drs. Hery Yufrizal, M.A., Ph.D., as my examiner who has generously contributed his suggestion and critism for the improvement of this research report. My sincere gratitude also goes to all lecturers of English Department FKIP Unila who have given a great contribution in broadening and deepening my knowledge during my study. My deep appreciation is also addressed to The Dean of FKIP Unila, The Head of Language and Arts Department, and also The Head of English Program.
My Appreciation is also extended to Dra. Roslili Budiarti., the headmaster of SMPN 3 Natar Lampung Selatan and Tri Singgih Widodo, S.Pd., as the English teacher for her permission and support to do the research.
I would like to acknowledge my gratitude to the people who had supported me throughout my life and especially in finishing this script. Thus, I want to express me sincere respect and gratitude to:
1. My beloved parents H. Suwarji and Sri Suparmi to all of the greatest love and continuous patience, you are the light in my life.
Moenaqistin Nur Novianti someones who always give me support and suggets to accomplish in this paper.
3. My beloved best friends in Bataranila. They are Putri Nova Farita Utami, A.Md., Kamilia Qadarina, Ahmad Mukhotib, Fitriana, A.Md., and other friends thanks for your support and pray.
4. Unforgettable appreciation is extended to my friends KKN and PPL in Ujung Rembun Village and SMPN Satu Atap 2 Lumbok Seminung. They are Tendy Kurniawan, S.Pd., Alan Hardiyansyah, Nindy, Debi Gusmalisa, S.Pd., Niwayan Desi Astuti, S.Pd., Istasari, S.Pd., Reni Aprianti, S.Pd., Aan, S.Pd., Nyun.
5. My sincere thanks are also dedicated to all members of The Sablengers Ratih Yunita Sari, S.Pd., Yulina Suhardiyati, Wulandari, S.Pd., Erizkha Hardanti, Irmaya Nurrohmah, S.Pd., someones who always give me support and thanks for spirit, help, and pray.
6. I also would like to express my gratitude to my other friends in English Department 2011. They are Erlin Arisca S.Pd., Eva Mayang Sari, Irine Sonia Pratiwi, S.Pd., Luh Ayu Freniawati. M, S.Pd., Sofia Permatasari, S.Pd., Yohanes Agung Pratama, S.Pd., Cahyati Wulandari S.Pd., Novaliana Citra Amelia S.Pd., Ayu Tiara Putri, S.Pd., and other friends thank you for everything.
Finally, I realiaze that this paper still has some weakness. Therefore, criticism and suggestion are invited for its increase. Hopefully, this research project can give benefit to the readers as well as those who want to carry out further research.
Bandar Lampung, August 2015
The writer
CONTENTS
2.6. Correlation between Critical Thinking and Reading Comprehension.. 18
2.7. Relationship between Critical Thinking and Reading Achievement.. 23
2.8. Factors That Influence Reading Comprehension ... 24
2.9. Advantages and Disadvantages of Critical Thinking Skill ... 27
3.4. Data Collecting Technique... ... 32
3.8. Reliability of The Instrument ... 36
3.8.1. Reliability of Critical Thinking Test and Reading Test ... 36
4.3. Correlation between Students’ Critical Thinking and Their Reading Comprehension Ability ... 52
LIST OF TABLES
4.2.1. Distribution Frequency of Students’ Reading Comprehension. ... . 49 4.2.2. Distribution Frequency of Students’ Critical Thinking Test. ... . 52 4.3.1. Correlation between Students’ Critical Thinking and Their Reading
Comprehension Ability . ... . 53 4.3.2. Regression between Students’ Critical Thinking and Their Reading
LIST OF APPENDICES
1.Critical Thinking Test ... 67
2. Reading Test... 75
3. Upper Group of Try Out Critical Thinking Test Tabulation... 86
4. Lower Group of Try Out Critical Thinking Test Tabulation. ... 87
5. Upper Group of Try Out Reading Test Tabulation ... 88
6. Lower Group of Try Out Reading Test Tabulation ... 89
7. Reliability of Critical Thinking Try Out Test ... 90
8. Level Difficulty and Discrimination Power of Critical Thinking Try Out Test. ... 92
9. Reliability of Reading Try Out Test ... 94
10. Level Difficulty of Reading Try Out Test... 96
11. Frequency of Students’ Critical Thinking Test... 98
12. Frequency of Students’ Reading Test... ... 99
13.Correlation between Students’ Critical Thinking and Their Reading Comprehension Ability... ... 100
14. Score of Critical Thinking Test and Reading Test... 101
15. Regression Manual between Students’ Critical Thinking and Their Reading Comprehension ability... 102
I. INTRODUCTION
This chapter discusses the background of the problems, identification of the problems, formulation of the problem, objectives of the research, uses of the
research, scope of the research, and definition of terms.
1.1. Background of the Problems
Language is a means of communication which is very important for us to adapt to the society. Language is used by human beings to interact with others and to
express feeling and thought. It is their tool for carrying on their affairs, working, trading, and living together. So, we can say that language is very important to individually to live in a society in order that they can survive.
As it known, language is an important tool used by the people in the world to
communicate each other. English is one of widely spoken languages in the whole world, that is the reason today English becomes an international language. As an
international language, English is used in many fields all over the world. It is also a fact that English is widely needed by people, for example to transfer new
Meanwhile, reading is the process of looking at a series of written symbols and
getting meaning from them. When people read, they use eyes to receive written symbols (letters, punctuation marks and spaces) and they use brain to convert
them into word, sentences and paragraphs that communicate something to them. Reading plays an important role in developing knowledge, through reading students can absorb all the information, experience and ideas provided in books.
Reading text is also providing some benefits in improving students’ skill and language teaching as well. It helps students to find new vocabulary in real context, English grammar, punctuation and become good models for English writing,
when teacher teaches the skill of writing he/ she will need to show students models of what he/she is encouraging them to do. Moreover, good reading texts
can introduce interesting topics, which can stimulate discussion.
According to Davenport (2007: 61) as quoted by Dewi (2013), common types of question found in reading comprehension are included as follow:
1. Identifying main idea, main point, author purpose or an alternate title for the
passage.
2. Recognizing the tone of the passage or identifying the style.
3. Comprehending information directly stated in the passage (finding supporting detail).
4. Answering relational questions about the researcher’s opinion, even if not
stated directly.
5. Recognizing the structural methodology employed to develop the passage, for
6. Extended limited information given by the researcher to a logical conclusion
using inference (inference meaning).
From the types of question found in reading comprehension, the researcher is used reading test. This research is focused on critical thinking on the objective in this
research by using critical thinking test.
Based on the pre-observation in SMPN 3 Natar Lampung Selatan, the teacher was found several problems in reading. The researcher found the students still got
difficulties in students’ critical thinking and their reading comprehension, such as understanding the content of the paragraph, difficulties in understanding the idea,
and the difficulties determining main idea. Realizing to the phenomenon, the researcher interested in conducting further research relating to the students’ problems in using critical thinking. To find out the students’ critical thinking and
their reading comprehension, the researcher gave a critical thinking test to measure their critical thinking that contained 40 questions and reading test to class IX C students that contained 40 questions.
Critical thinking is a skill that requires instruction and practice. Business
education instructors at both the secondary and post-secondary levels can enhance students’ critical thinking skills by using instructional strategies that actively
engage students in the learning process rather than relying on lecture and rote memorization, focusing instruction on the process of learning rather than solely on
critical thinking as a composite of attitudes, knowledge and skills. They point out
that this composite includes: (1) attitudes of inquiry that involve an ability to recognize the existence of problems and an acceptance of the general need for
evidence in support of what is asserted to be true; (2) knowledge of the nature of valid inferences, abstractions, and generalizations in which the weight or accuracy of different kinds of evidence are logically determined; and (3) skills in
employing and applying the above attitudes and knowledge. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and valuating information gathered or generated by observation, experience, reflection, reasoning, or communication as
a guide to belief and action. The purpose of critical thinking is to achieve understanding, evaluate viewpoints, and solve problems. Therefore, since all three areas involve the asking of questions, we can say that critical thinking is the
questioning or inquiry we engage in when we seek to undersand, evaluate, or resolve.
Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem
recognition and problem solving, inference, and evaluation. Critical thinking is the ability to think about one’s thinking in such a way as 1. To recognize its strengths
and weaknesses and as a result, 2. To recast the thinking in improved form.
Critical thinking identifies 8 characteristics. Critical thinking involves asking questions, defining a problem, examining evidence, analyzing assumptions and
other interpretations, and tolerating ambiguity. Beside that, critical thinking has
many aspects. There are:
1. Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so.
2. Criteria: To think critically, must apply criteria. Need to have conditions that must be met for something to be judged as believable. Although the argument
can be made that each subject area has different criteria, some standards apply to all subjects an assertion must be based on relevant, accurate facts;based on
credible sources, precise, unbiased, free from logical fallacies, logically consistent, and strongly reason.
3. Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.
4. Reasoning: The ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data.
5. Point of View: The way one views the world, which shapes one's construction of meaning. In a search for understanding, critical thinkers view phenomena
from many different points of view.
6. Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures
include asking questions, making judgments, and identifying assumptions.
reader engages himself or herself in the reading process, which eases much more
understanding of the issues. Contrary to the active reader is a passive reader who reads the words in the book, but takes no positive movement to guarantee the
material is being understood or applied. All of the students who create critical thinking skills are more dynamic and able to:
1. Get better scores
2. Become independent 3. Develop knowledge
4. Evaluate and challenge in society.
1.2. Identification of the Problems
Based on the pre-observation the students, there are several problems that can be
identified, that is:
1. Students get difficulties in mastering the text well. 2. Students do not have big motivation to read the text.
3. Students tended to be a passive learner without participating actively. 4. Students topic of the text is not suitable for the students.
5. Students are bored to read long texts.
1.3.Formulation the Problems
Dealing with issues presented in the background, the research questions in this research are:
Is there any significant correlation between students’ critical thinking and their
reading comprehension ability at the third grade of SMPN 3 Natar Lampung Selatan?
1.4. Objective of the Research
The objectives of this study were:
To investigate whether there is any significant correlation between students’
critical thinking and their reading comprehension ability at the third grade of SMPN 3 Natar Lampung Selatan.
1.5. Uses of the Research
The uses of this research were as follows:
1. Theoretically.
This research presented here attempts to evaluate and to extend finding from previous research to the context of English foreign language learners in Indonesia.
2. Practically.
1.6. Scope of the Research
This research was quantitative correlation study. It was conducted at the third grade students of SMPN 3 Natar Lampung Selatan which consists of 35 students in academic year 2014/2015. The researcher choose one class as the sample. This
study was specially aimed as investigating whether critical thinking test significantly correlated with students’ reading comprehension. The measurement
of critical thinking skill was based on The Watson-Glaser Critical Thinking Appraisal (WGCTA) was measured by critical thinking test. The students’ reading comperehension ability was measured by reading test.
1.7. Definition of Terms
There are some terms used by the researcher and to make them clear and to avoid
misunderstanding, they are clarified as follows:
1. Reading refers to a process in which the reader makes sense of the written text in order to get information and knowledge from the text.
2. Reading Comprehension refers to an activity of understanding printed text through making sense a written text by relating written language to what we already know and to what we want to know.
3. Critical thinking skill refers to think clearly and rationally. The skill is used to
II. LITERATURE REVIEW
This chapter discusses the literature review that was used in this study such as reading, aspect of reading process, concept of reading, reading comprehension,
critical thinking, correlation between critical thinking and reading comprehension, relationship between critical thinking and reading achievement, factors that influence reading comprehension, advantages and disadvantages of critical
thinking skill.
2.1. Reading
Reading is the process of looking at a series of written symbols and getting meaning from them. When people read, they use eyes to receive written symbols (letters, punctuation marks and spaces) and they use brain to convert them into
word, sentences and paragraphs that communicate something to them. Reading plays an important role in developing knowledge, through reading students can
absorb all the information, experience and ideas provided in books. Eskey (2002) defines that reading is the process of acquiring information from a written or printed text.
is reading, her brain processes the visual information from our eyes. It uses our
critical thinking to make an image in our brain based on the text. By seeing the explanation above, it can be states that reading is one important skill the students
should mastered in their language learning. Reading comprehension is very important for the students at Junior High School. According to Cooper (1986: 11), comprehension is a process in which a reader may constract meaning by
interacting with the text. When reading, a reader should have knowledge about understanding the reading passage.
2.2. Types of Reading Process
Reading comprehension is a function of the nature of the text itself and of the
extent to which the reader possesses, uses, and integrates pertinent background knowledge, or schemata. Schemata can be loosely defined as patterns which
represent the way experience and knowledge are organized in the mind. Rumelhart (1980) put forward the concept of schema theory basically as a theory of how knowledge is mentally represented in the mind and used. Schema plays an
important role in reading comprehension.
Psychologists have generally distinguished three kinds of processing: bottom-up
model, top-down model and interactive model.
a. Bottom-up model of reading process holds the view that reading is a process of building symbols into words, words into sentences and sentences into the
of view of bottom-up model is the accuracy in understanding linguistic units is
very significant and the lower-level processing skills in reading are important. b. Top-down model emphasizes the use of readers’ real world knowledge in
memory. Goodman (1967) said that “The goal of reading is constructing
meaning in response to text; it requires interactive use of graphitic, syntactic, and semantic cues to construct meaning.” Readers do not read every word, but
see through the text in order to be able to guess the meaning of the words or phrases. Top-down processing occurs as the system makes general predictions
based on higher level and general schemata.
c. Interactive reading processing, both bottom-up and top-down processing
should be occurring at all levels simultaneously (Rumelhart, 1980). Readers may employ bottom-up process as a base for comprehending a text and then turn to top-down process to execute high-level interpretation of the content of
the text. Prediction of the content will be confirmed, revised or rejected through further data analysis. Interactive model of reading process is the combination of bottom-up and top-down models, and thus absorbs their merits
and avoids the limitations to a great extent.
From the statements above, it can be concluded that in reading it is not enough for
readers to understand a set of words in a sentence only. The reader also must be able to comprehend the reading text in order to get the message and information
2.3. Aspects of Reading
According to Nuttal (1985), there are five sort reading skills that should be mastered by reader to comprehend the text deeply, which as follows:
A. Identifying Main Idea
Determining idea is the skill to graps and find the main point of the passange by
summarizing the passage and look for repetition of idea or words (Kelly, R. 2004). The main idea is important to a reader because it tells about the topic the text.
B. Identifying Details
Identifying details are the fact and ideas that explain or prove the sentences or main idea. As stated by Sugeretto (2000: 12) that supporting details provide the reader with more information that help you see the big picture in a text.
Supporting details give readers the answer to questions by might ask before they ask them.
C. Determining Inference
Inference is an educational guessor conclusion drawn based on logic of the
passage. An inference is when the student take clues from a text to give their opinion based on a text what they read and teacher means. The teacher will not
1. Think about of information the teacher is giving.
2. Think about how the topic of the text relates to own life or the experiences of students have had.
D. Understanding Vocabulary
The communication success or not it depends on the accurate vocabulary mastery.
It means, to comprehend what the words mean is important in communication. When vocabulary mastery improves, comprehension will be deeperand apply
letter sound correspondence to pretend word and matching it a known word in the readers’ oral vocabulary. Linan et al. (2007:87) state that the role of vocabulary in
reading is clearly understood: vocabulary knowledge, the understanding of word meanings and their use, contributes to reading comprehension and knowledge bulding.
E. Reference
One of sub process in sentence comprehension is referential representation; this
process identifies the references that words in a sentence make to external word. Referential representation is aided by making referents easy to identify.
2.4. Reading Comprehension
According to Doyle (2004), reading comprehension is a progressive skill in
attaching meaning at the same level and proceeding to ataching meaning to an entire reading selection. All comprehension revolves around the readers’ ability in
stated by Clarke and Silberstain (1977) in Brown (2001: 299-300) that the readers
understand what they read because they are able to take the stimulus beyond its graphic representation and assign its membership to an appropriate group of
concepts already stored in their memories skill in reading depends on the efficient interaction between linguistics knowledge of the world.
According to Davenport (2007: 61) as quoted by Dewi (2013), common types of
question found in reading comprehension are included as follow:
1. Identifying main idea, main point, author purpose or an alternate title for the passage.
2. Recognizing the tone of the passage or identifying the style.
3. Comprehending information directly stated in the passage (finding supporting
detail).
4. Answering relational questions about the researcher’s opinion, even if not
stated directly.
5. Recognizing the structural methodology employed to develop the passage, for example sequence, vocabulary, and represent pronoun (reference).
6. Extended limited information given by the researcher to a logical conclusion
using inference (inference meaning).
From the types of question found in reading comprehension, the researcher is used reading test. This research is focused on critical thinking on the objective in this
research by using critical thinking test.
suggests that comprehension is achieved when a reader successfully extracts the
useful knowledge from a text and constructs it into a new understanding of their own. Furthermore Day and Park (2005) also propose several types of
comprehension, as follows:
1. Literal comprehension is to have a straight forward understanding meaning of a text, such as vocabularies and facts, which is not explicated in that text.
2. Inferential comprehension is to conclude information from a text and build new information which is not explicitly stated on the text.
3. Reorganization is rearranging information from various parts of a text in order
to get new information.
4. Predictive comprehension is integrating reader’s understanding of a text and
their own knowledge about that text in order to determine what might happen next or after it is finished.
5. Evaluative comprehension is like inferential comprehension. The difference is that evaluative comprehension requires readers’ comprehensive judgment about
some aspects in a text and ability to redevelop an understanding by using related issues.
6. Appreciative or personal comprehension is reading in order to gain an emotional or other value response from a text, and it demands reader to respond a
text also with their feelings. From the definitions above, reading comprehension refers to the understanding of what has been read. Comprehension is a thinking process that depends not only on the comprehension skills but also on the readers’
2.5. Critical Thinking
Our ever-changing and challenging world requires students to go beyond the building of their knowledge; they need to develop their higher-order thinking skills, such as critical thinking, decision making, and problem solving
(Profetto-McGrath, 2003; Riddell, 2007; Sezer, 2008).
Ku (2009) States, besides the ability to engage in cognitive skills, a critical thinker must also have a strong intention to recognize the importance of good thinking
and have the initiative to seek better judgment.
Shirkhani & Fahim (2011) believe that language learners who have developed critical thinking skills are capable of doing activities of which other students may
not be capable. Whereas earlier the teachers were at the center and the emphasis was put on what to teach, today’s education involves teaching how to think, and
how learners can be a critical thinker.
Ozkan (2010) believes that critical thinking has a vital role in education. He stated
that student who thinks critically can ask suitable questions, gather relevant information, creatively sort through this information, reason from this information
and come to reliable conclusions about the world that enable one to act successfully. These students are more productive while using their second language. This study showed how to develop critical thinking skills of english
learners through critical thinking activities.
In another study by Aizikovitsh-Udi and Amit (2011) promotion of critical
purpose of this study was encouraging critical thinking dispositions such as
open-mindedness, truth-seeking, self confidence and maturity. The purpose of this study was to help composing new study programs and methods that can be based
on the connection between critical thinking, creative thinking and the study of mathematics.
In another study by Marin and Halpern (2011) explicit and imbedded instructional
modes were compared and critical thinking was assessed with Halpern Critical Thinking Assessment, which uses constructed response and multiple-choice response formats with everyday situations. In these two studies students who
received explicit instruction showed better results than those in the imbedded instruction group. The results provided evidence that explicit instruction is an
effective way for teaching critical thinking skills.
Shirkhani and Fahim (2011) investigated the improvements of critical thinking in foreign language learners. One factor that affects language learners’ critical
thinking skills is the assessment methods used. Then, one of the ways in
developing critical thinking is through managing the ways of assessing language learners’ ability.
Yang and Wu (2012) had a year long experimental study about the effect of
digital storytelling (DST) for improving the academic achievement, critical thinking and learning motivation in students. The result of this study suggests that
Fung and Howe (2012) emphasized the need for a learning environment that
facilitates the practice of group work and the development of critical thinking. This article illustrated the importance of collaborative group work in the development of students’ critical thinking skills. The participation of teachers in
group discussion can also initiate students‟ dialogic interaction and consequently sharpen their critical thinking.
2.6. Correlation between Critical Thinking and Reading Comprehension
The correlation between critical thinking and reading is well established in the
literature. For example, Norris and Phillips (1987) point out that reading is more than just saying what is on the page; it is thinking. Moreover, Beck (1989: 677) asserts there is no reading without reasoning”. Then, the researcher who recognize
that reading involves thinking is Ruggiero (1984). He indicates that reading is reasoning. Yu-hui et al. (2010) stated clearly that reading is a thinking process to
construct meaning.
Utilizing and combining schema theory with principles of critical thinking are one of the effective ways of enhancing the concept of reading comprehension (Norris
and Phillips, 1987). They explain that critical thinking provides a means of explaining the ability to work out ambiguous text by generating alternative interpretations, considering them in light of experience and world knowledge,
suspending decision until further information is available, and accepting alternative explanations. They conclude that critical thinking is the process which
Schema theory provides powerful rationales for making links between students’
individual backgrounds, specific subject area knowledge, and critical thinking (Marzano et al., 1988 and Aloqaili, 2005c). According to Anderson (1994), there
are six ways in which schemata function in thinking and in remembering text information. These six ways are:
1. Most new knowledge is gained by assimilating new information into existing
structure; therefore, subject matter learning should build on prior knowledge whenever possible.
2. The students’ existing schemata help to allocate attention by focusing on what is pertinent and important in newly presented materials.
3. Schemata allow and direct the inferential elaboration of incoming information and experience.
4. Schemata allow orderly searches of memory by providing learners with a guide
to the types of information that should be recalled.
5. Schemata facilitate the thinking skills of summarizing and editing.
6. Schemata permit inferential reconstruction when there are gaps in memory,
which means that they help the learner generate hypotheses about missing information.
It is obvious, based on the previous six schemata functions, that prior knowledge
plays a significant role regarding establishing connections between thinking critically and processing text information. This connection consequently leads the
In accordance with this notion (the relationship between prior knowledge and
critical thinking), the literature reveals an agreement between researchers concerning the idea that an individual’s familiarity with the subject matter of a
text plays an important part in the person’s performance on thinking tasks in that area (Glaser, 1984, Norris, 1985 and Sternberg and Baron, 1985). Knowledge and thinking skills can be viewed as interdependent (Nickerson et al., 1985).
Comprehension itself has been seen as a critical thinking process. For instance, from a schema theory description of reading, comprehension can be
conceptualized as a critical thinking act (Anderson and Pearson, 1984, Collins et al., 1980, Norris and Phillips, 1987, Rumelhart, 1980 and Aloaili, 2005d). Lewis
(1991) argues that viewing reading as a critical thinking act becomes more tenable when some of the components of the reading process are accepted as automatic and necessary (automatic processes like word identification, derivation of
meaning for most words, and assignment of importance), but not sufficient for constructing text understanding.
According to schema theory, the understanding and interpretation of the text are relative, which means that definitive conclusions cannot be reached. However, the
readers should seek to arrive at a coherent and consistent understanding of the text being read. Lewis (1991: 421) stated the following: Schema theory posits that
there is no absolute meaning on the page to be interpreted the same by all-that is, there is no “correct” comprehension. The goal of reading extended text is to arrive
In order to enhance readers’ ability to achieve and practice comprehension as a
critical thinking act, researchers have shown that the critical thinker uses his or her metacognitive knowledge and applies metacognitive strategies in a planful, purposeful way throughout the critical thinking process. French and Rhoder
(1992: 191).
Gallo (1987) uses metacognitive strategies to develop critical thinking. She suggests that improved critical thinking requires developing the processes of
observation, analysis, inference, and evaluation.
Broek and Kremer (2000) made connections between inference-making and critical thinking to promote reading comprehension. They presented the idea that inferential and reasoning skills are closely related to other readers’ characteristics
and skills that affect text comprehension. Broek and Kremer (2000) state that: To
be successful, readers must have the inferential and reasoning skills to establish meaningful connections between information in the text and relevant background knowledge. Central to these skills is knowing what constitutes an inferential or
causal/logical relation and being able to recognize or construct one when needed in order to form a coherent mental representation of the text (pp. 11–12).
Ennis (1987) classified inference as critical thinking ability which includes three
somewhat overlapping and interdependent kinds of inference: deductive inference, inductive inference, and inference to value judgments. According to Albrecht
conclusion. However, Clarke (1990) stated that pointed out that induction is often called “bottom-up thinking” because conclusions are drawn from specific
instances, such as building on another unit the conclusion is reached.
Ennis (1987) presented subskills or abilities under each of these three kinds of
inference: deductive inference, inductive inference, and inference to value judgments. For example, deductive inference includes (1) class logic, (2)
conditional logic, and (3) interpretations of statements. Then, inductive inference involves are (1) generalizing, (2) inferring explanatory conclusions and hypotheses, and (3) giving reasonable assumptions. Moreover, inference to value
judgments requires (1) background facts, (2) considering alternatives, and (3) balancing, weighing, and deciding.
Bizar and Hyde (1989) argued that inferential thinking contains two types:
drawing inferences and drawing conclusion. Regarding the first one (drawing inferences), Bizar and Hyde (1989: 35) stated the following: Inferential thinking involves putting together individual bits of information to derive a greater
meaning than what one might expect from merely focusing on the bits themselves. When reading a passage, we infer a great deal; that is, we derive much more
meaning than a literal interpretation of words.
Another kind of inferential thinking, drawing a conclusion, involves taking pieces of information and synthesizing them into a meaningful idea which is greater than
student does not have the requisite knowledge or accurate schemata, he or she will
not be able to build meaning from the materials being read.
2.7. Relationship between Critical Thinking and Reading Achievement
Through critical thinking technique can be increase to the students’ reading
achievement. According to Grabe (2009) reading as an interaction between reader
and text and requires efficient knowledge to world and given topic also an efficient knowledge of the language. So, the students will be more active and
comprehend when they read the text. After the students comprehend, they will show their knowledge by using their critical thinking such as arguments, opinion
and identify the relevance and importance of ideas.
Critical thinking refers to think clearly and rationally. The method is used to help the students to understand the logical connections between ideas, identify construct and evaluate arguments, solve the problems systematically and identify
the relevance and importance of ideas. The relationship between critical thinking and reading achievement because critical thinking has many advantages on reading achievement. The advantages of critical thinking on reading achievement
is to explain goals and purposes, clarify the questions and answer and also solve the problem, gather and organize information the data, identify assumptions, and
2.8. Factors That Influence Reading Comprehension
Mc Wrother (1989: 345-349) classified the factors that influence comprehension into three general categories: text characteristic, reader characteristic, and reader’s
purpose. Text characteristics are features of the printed material that influence
how easy or difficult it is to read. The skills and traits of the person that determine or affect rate and comprehension are called reader characteristics. Reader’s
purpose refers to reason the material is read and the level of comprehension needed.
1. Text Characteristics
The way the writes write, the words they use, how they put words together, and how clearly they can express ideas all contribute to how it is to read a passage.
Sentence length: A passage with very long sentences can make reading more difficult and will force a reader to read more slowly, notice how the length of
sentence seems to rise this problem:
Caught in global receisson and inflation, forced by Washington to revalue their currency in a direction injurious to their prosperity, and once again conscious of their vulnerability to foreign economic decisions, the Japanese also saw domestic capital flow out to lucrative investment opportuniteis elsewhere (Jones, 1985: 99).
Vocabulary: A passage with difficult or unfamiliar vocabulary can have the same effect understanding becomes difficult or impossible. Try the following passage:
Ideas and Concepts: In addition to these mechanical features of language. Ideas, and concepts also affect difficult. Even written in fairly simple language, an article may discuss complicated or follow a sophisticated line of reasoning. In the following sample shows that, although the language used is clear and direct, a
difficult concept is discussed.
The whole universe may have an overall curvature. If it is negatively curved, it is open-ended and extends without limit; if it is positively curved, it closes in on self. The surface of the earth, for example, forms a closed curvature; so that if you travel a long a greodesic, you come back to your starting point. Similary, if the universe were positively curved, it would be closed; if the universe were positively curved, it would be closed; so that if could look infinitely into space through an ideal telescope, you would see the back of your own head! This is assuming that you waited a long anough time or that light traveled infinitely fast (Hewitt, 1985: 587).
2. Readers’ Characteristics
A second set of factors that influence how fast reader are able to read and how well they set can comprehend is related to the readers themselves. Here is only a partial list of the many things about redears that affect reading comprehension.
Physical State : How the redears feel physically affects both rate and comprehension. If they are extremely tired, or just recovering from they will not be able to perform at their peak level. Concentration may become are problems, or
they may not able to force themselves to stay awake. If readers are hungry, or if the room is extremelyhot or cold, their reading performance may also be affected.
concentrate easly, If they are exited or anxious something, their mental state may
not be conducive effective reading.
Interest in the Material: Readers’ interest in what they reading influences how fast and with what degree of comprehension they read. If they are reading about a
topic that interest them, they are likely to read faster and with more understanding than if they are reading about a subject in which they little or no interest.
Background Knowledge: The amount of knowledge the readers have about a topic partically determines how well they will be able to read about it. Suppose they are assigned to read a passage taken from the middle of an introductory
botany textbook. If they have completed a course in botany, the passage will probably be understanding and easy enough to read. On the other hand, if they have never studied botany, the passage will be extremely difficult and confusing;
it will be necessary to read very slowly, and they might have to stop to look up any unfamiliar terms and concepts.
3. Readers’ Purpose
Readers’ purpose for reading is an important factor related to comprehension. If
they are reading a magazine article for enjoyment, their purpose is different from when they are reading a textbook chapter to prepare for an exam. If readers are
paging through the newspaper, their purpose differs from the purpose when they are reading a poem for English literature class. There are four basic types of
Table 1
Types of Reading
Method of Reading Purpose in Reading Types of Material Analytical Detailed comprehension
Analysis, evaluation, critique
Poetry,argumentative, Writing
Study reading High comprehension and high recall
Accelerated reading Information Overview of material, rapid Location of specific fact
Reference, Material Magazine, Novels
2.9. The Advantages and Disadvantages of Critical Thinking Skill
In using Critical Thinking Skill, there must be the strengths and weaknesses that will be elaborated in the following section.
A. The Advantages of Critical Thinking (CT)
Using critical thinking, the students will gain the big many advantages. There are: 1. state and explain goals and purposes,
2. clarify the questions they need to answer and the problems they need to solve,
3. gather and organize information and data,
4. explicitly assess the meaning and significance of information you give them,
7. consider implications and consequences,
8. examine things from more than one point of view, 9. state what they say clearly,
10. test and check for accuracy,
11. stick to questions, issues, or problems; and not wander in their thinking, 12. express themselves precisely and exactly,
13. deal with complexities in problems and issues, 14. consider the point of view of others,
15. express their thinking logically.
The process of implementing critical thinking guides the students to be more critic
and thinking logically about the text. Beside that, the students will be more confidence to solve their problems and issues.
B. The Disadvantages of Critical Thinking (CT)
Even though critical thinking look as an effective role for students’ reading comprehension, it has some weaknesses. There are three weaknesses when
perform critical thinking training in the class, that is first critical thinking need students’ creative to implement students’ critical thinking, the second is critical
thinking need students to develop their knowledge with the using of thinking logically, and last, teacher is difficult to vary the roles based on the students’
comfort level.
2.10. Theoretical Assumption
comprehension and also have the possitive effect of use critical thinking. By
practicing and applying critical thinking, students become good readers, capable of handling any text across a curriculum.
Because critical thinking skill will develop students’ skills in their mind and
change their thinking students’ habits. Students only through “thinking and thinking” without students know the aspects of critical thinking. When the
students used critical thinking skill will polish their mind to comprehend the reading text better. Therefore, students must be master from the aspect of critical thinking such as; inference, recognition of assumstions, deduction, interpretation,
and evaluation of arguments. It means that the students comprehend the reading text better.
Thus, the researcher investigated the significant correlation between students’
critical thinking and their reading comprehension ability at SMPN 3 Natar Lampung Selatan.
2.11. Hypothesis
Based on the frame of theory and the main theoretical assumption mentioned above, the researcher would like to formulate the hypothesis is “There is any
III. METHODS
This chapter, discusses about the research methods that was used in this study,
such as research design, population and sample, data collecting technique, research instruments, criteria of the test, validity of the instruments, reliability of
the instruments, scoring system, research procedure, data analysis, and hypothesis testing.
3.1. Research Design
This research quantitative research because it was focused on the product (result of the test) not the process of teaching learning and the objectives was to find out
the correlation between students’ critical thinking and their reading comprehension ability. In this research, the researcher used co-relation study, which was one of the kinds of ex-post facto design. Correlation study here means
the researcher used one group and took the data in one time without giving treatment. The data collected by seeing the correlation between cause and effect
that might happen (after the fact). (Setiyadi, 2006: 133). The design of this research could be described as follows:
TI : Critical Thinking
T2 : Reading Comprehension
(Setiyadi, 2006: 133)
Whereby, in collecting the data, the researcher gave a reading test (T2) to see the
students’ reading achievement. Before that, the researcher distributed a critical
thinking test (T1) in order to know the critical thinking skill employed by the
learners in comprehending reading text. Then, the data from critical thinking test (T1) was affected with the data from reading test (T2).
3.2.Variables
In this research there were two variables, i.e. dependent and independent
variables. The dependent variable was students’ critical thinking and independent variable was reading comprehension ability. The score showed the data of critical thinking test and reading test which were used to identify the correlation between
students’ critical thinking and their reading comprehension ability.
3.3. Population and Sample
The population of this research was the third grade of SMPN 3 Natar Lampung
Selatan in 2014/2015 academic year. There were three classes of the third grade in that school. The number of the students of each class about 35 students. The researcher determined the sample by using random sampling where every
in order to find the validity, reliability, difficulty level, and discrimination power
of the test item. After getting a good test items, by the random sampling technique, the researcher used IX C at the SMPN 3 Natar Lampung Selatan as the
subject to collect the data.
3.4. Data Collecting Technique
1. Critical Thinking Test: Critical thinking test was multiple choice to be
answered by students to measure students’ use of critical thinking skill, one true answer. Critical thinking test consisted of 40 items, with four options each (A, B,
C, and D).
2. Reading test: Reading test was one of objective test to measure students’
reading comprehension, one true answer. Reading comprehension test consisted
of 40 items, with four options each (A, B, C, and D).
3.5. Research Instruments
3.5.1. Critical Thinking Test
As it mentiond previously the critical thinking skill was measured through critical thinking test adapted from Watson-Glaser Critical Thinking Appraisal (WGCTA)
measures CT using broad, nonspecific terms in five aspects:
1. Inference: discriminating among degrees of truth or falsity of inferences drawn
from given data.
3. Deduction: determining whether certain conclusions necessarily follow from
information in given statements or premises.
4. Interpretation: weighing evidence and deciding if generalizations or
conclusions based on the given data are warranted.
5. Evaluation of arguments: distinguishing between arguments that are strong and relevant and those that are weak or irrelevant to a particular question at issue
(Warrell & Profetto-McGrath, 2007).
The critical thinking test consisted of 40 items, with four options each (A, B, C,
and D).
3.5.2. Reading Test
It was a set of question and problems in form of objective test to measure
students’ reading comprehension. Reading test was given in order to know
students’ reading achivement in comprehending the text. Before I gave them try
out reading test to prepare as good as possible researchers’ equipment.
3.6. Criteria of Good Test
In this research, to prove wheter the test had good quality, it might be tried out first. The test could be qualified as „good’ test if it had sufficient validity and
3.7 Validity of the Instrument
3.7.1. The Validity of the Critical Thinking Test
The validity of critical thinking test was also measured to find if the components were proportionally suitable and related to the relevant theories of critical thinking
skill. According to Hatch and Farhady (1978) there were least two validity should be fulfilled; content and construct validity. In relation to the content validity, it is
intended to see whether or not the tests are a good representation of the materials to be tested. The ways to find out this kind of validity are formulating the questions based on the aim of the critical thinking test was adapted from
Watson-Glaser Critical Thinking Appraisal (WGCTA), it was considered standardized therefore the researcher investigated the content and construct validity. The
instrument of critical thinking are inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. (Warrell & Profetto-McGrath, 2007).
Table of Aspect of Critical Thinking
No Aspect of Critical
Thinking
Item Number Percentage
1 Inference 1,2,3,4,5,6,7,8,9,10, 25%
2 Recognition of
assumptions
11,12,13,14,15,16,17,18,19,20 25%
3 Deduction 21,22,23,24,25,26,27,28,29,30 25%
5 Evaluation of
arguments
36,37,38,39,40 12.5%
Total 40 100%
3.7.2. The Validity of the Reading Test
“ A test can be said valid if the test measures the object to be measured and
suitable with criteria” (Hatch & Farhady, 1982). They also stated that there were
basic types of validity. They were face validity, content validity, construct
validity, and criterion-related validity.
1. Face validity, concerns with the lay out of the test.
2. Content validity, depends on a careful analysis of the language being stated;
3. Construct validity, measures certain specific characteristic in accordance with a theory of language learning;
4. Criterion-related validity, concerns with measuring the success in the future as in replacement test.
According to the types of validity above, the researcher used content and
construct validity. The validity of reading test reffered to the content and construct validity in which the question represents five sort of reading skill that we knew
reading comprehension, the researcher examined whether the test questions
actually reflect the means of reading comprehension or not.
Table of Specification of Reading Test
No Reading
Specification
Item Number Percentage
1 Determaining main
ideas
1,3,16 7.5%
2 Inferences 7,11,36 7.5%
3 References 12,25,28,31,34,39 15%
4 Finding detail
information
2,5,6,8,10,13,15,17,18,19,21,23,24,26,27,29,32,35,
37,40
50%
5 Vocabularies 4,9,14,20,22,30,33,38 20%
Total 40 100%
3.8. The Reliability of the Instruments
3.8.1. The Reliability of the Critical Thinking Test and Reading Test
Reliability was simple consistency of a test. In other words, how far it could measure the subject at separated time, but it showed the same result relatively
(Setiyadi, 2006: 113). Reliability could be defined as the extent to which a test produce consistent results when administered under similar condition (Hatch &
To measure the coefficient of reliability between odd and even group, this
research used the person product moment formula as follows:
√
Where:
rxy : Coeficient of reliability between X variable and Y variable.
(Product Moment Correlation Formula)
n : numbers of the students x : total score of odd number
y : total score of even number x2 : square of X
y2 : square of Y
(Arikunto, 2006)
Before get the final data, the researcher gave the try out of critical thinking and reading comprehension test. Then, the researcher used the formula to calculate the
reliability of critical thinking and reading comprehension test in order to know the items in the test show the consistency in its score. The test items are reliable when the value closes to 1.
To know the coefficient correlation of whole items, the researcher used
“Spearmen Brown”s Prophecy Formula” (Hatch & Farhady, 1982: 246) to know
Where:
rk: the reliability of the test r l: the reliability of half test
(Hatch & Farhady, 1982:246)
The criterian of reliability are: 0.80- 1.00 : very high
0.60- 0.79 : high 0.32- 0.59 : average 0.20- 0.39 : low
0.0- 0.19 : very low
The researcher found that the reliability of critical thinking and reading
comprehension try out test were high reliability 0,60 (on critical thinking) and 0,70 (on reading comprehension ability) (See appendices 7, 8, and 10, 11).
1. Level of Difficulty
LD= R N
Where:
LD : level of difficulty
R : the number of students who answer correctly N : the total number of students following the test
The criteria are:
< 0.30 : difficult
0.30- 0.70 : average <0.70 : easy
(Shohamy, 1985; 79)
The researcher has found that there were, 31 items (17,27%) were average, 1 item
(0,31%) was difficult and 8 items (6,02.%) were easy in reading comprehension test 39 items (77,85%) were average and 1 item (0,71%) was easy in critical thinking. However, the researcher omitted all the easy items to get good items
test. (See appendices 9 and 12).
2. Discrimination Power
according to this criterion was one which good students do well on and bad
students fail.
To know the discrimination power of the test, the researcher used the following
formula:
DP= U ― L
⁄
Where:
DP = discrimination power
U = the proportion of upper group students
L
=
the proportion of lower group studentsN = total number of students
The criteria are:
DP : 0.00 - 0.20 = poor DP : 0.21 - 0.32 = Satisfied
DP : 0.41 - 0.70 = Good DP : 0.71 - 1.00 = Excelent
DP : − (Negative) = Bad items (should be omitted)
The criteria are:
1. If the value is positive discrimination – a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means
2. If the value is negative, it means that more low students then high level
students get the item correct.
3. In general, the higher, the discrimination index, the better. In classroom
situation most items should be higher than 0.20 indexes.
(Heaton, 1975: 182)
Based on the criteria of the try out test analyzed by the researcher (See
Appendices 9 and 12), the researcher concluded that 10 items (0,81%) were poor and 30 items (29,28%) were good or positive discrimination power in reading
comprehension test, 10 items (0,28%) were poor and 30 items (6,21%) were good or positive discrimination power in critical thinking test.
After counting the level of difficulty and discrimination power of each items, the
researcher found that 10 items out of 40 items of reading comprehension test were poor and 10 items of 40 items out of critical thinking test were should be dropped.
3.9. Scoring System
In scoring the students result of the test, the researcher used Arikunto’s formula
(1997: 212). The ideal scores of test were calculated by using the following formula:
Where:
S : the score of the test
R : the total of the right answer
N : the total items
(Arikunto, 1997: 212)
3.10. Research Procedures
In doing the research, the researcher used procedure as follows:
1. Determining the sample of try out of the reading test
The population of the research was the third grade students of SMPN 3 Natar Lampung Selatan. The researcher used sample random sampling, it means that one class was taken as the sample of research. Try out of reading test was
given, before analyze validity, reliability, and difficulty level of reading test.
2. Determining test
Reading test was used to get data of learners’ reading ability.
3. Determining the sample of try out of Critical Thinking test
Critical thinking test was used to analyze students’ critical thinking. The employed by the learners and to measure students’ used their critical thinking.
The population of the research was the third grade students’ of SMPN 3 Natar
was given, before analyze validity, reliability, and difficulty level of critical
thinking test.
4. Collecting data
After administrating the tests, the data collected.
5. Analyzing the data
After the data is gathering, the researcher was analyzed the result of critical thinking and reading comprehension was used simple linear regression analysis. The researcher seen whether there is significant correlation between
students’ critical thinking and theirreading comprehesion or not.
6. Drawing findings and conclusion from the data.
3.11. Data Analysis
The researcher collected the data by looking at the result of test of critical thinking test and reading comprehension to find out the result of students’ critical thinking test and their reading comprehension ability. The result of the test was in form of
the score. After getting the result, the researcher analyzed the correlation between
students’ critical thinking and their reading comprehension ablity. The researcher
analyzed the data by using the formula as follows:
rxy= N∑XY - ∑X∑Y
rxy: correlation value
N: number of students
X: independent variable (reading comprehension)
Y: dependent variable (critical thinking)
In order to find out the correlation between students’ critical thinking and their
reading comprehension ability, the formula is Y’= a+bx….bn
In which,
Y’ : dependent variable
X : independent variables
a: constant (Y’ value if X1, ………Xn=0)
b: regression coefficient
but, the researcher pratically used pearson product moment in SPSS 17.0
(Statistical Program for Social Science).
3.12. Hypothesis Testing
After collecting the data, the researcher analyzed them in order to find the
correlation of students’ critical thinking and their reading comprehension ability.
To determine whether the first hypothesis is accepted or rejected, the following criteria for acceptance:
H1= rvalue>rtable
The hypothesis would be as follow:
H0: “There is no correlation between students’ critical thinking and their
reading comprehension ability”.
H1 : “There is correlation between students’ critical thinking and their reading
V. CONCLUSION AND SUGGESTION
This chapter discusses the conclusion of the research and suggestion from the
researcher to further research. In addition, the researcher also provides English teachers some suggestions related to the correlation between students’ critical thinking and their reading comprehension ability.
5.1. Conclusion
Based on the result of the data analysis and discussion in chapter IV, the researcher conclude that:
1. There is a significant positive correlation between students’ critical
thinking and their reading comprehension ability at the third grade of SMPN 3 Natar Lampung Selatan. It can be seen from the result of the
hypothesis testing which showed that the coefficient correlation was higher than critical value of r table (.746 > .33) at significance level .01. The null
hypothesis is rejected, so therefore the hypothesis is accepted, which shows
that there is significant correlation between students’ critical thinking and their reading comprehension ability.
2. The correlation between students’ critical thinking and their reading
