The influences of learning activities in critical reading and writing 2 class on students' critical reading and writing skills

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1 I R E T P A H C

N O I T C U D O R T N I

e h

T fris tchapte rdiscusses background informaiton and raitonale fo rthe m e l b o r p , s m e l b o r p h c r a e s e r , d n u o r g k c a b h c r a e s e r f o s t s i s n o c t I . h c r a e s e r

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A ResearchBackground

g n i h c a e t n o s u c o f o t d e s u s r e h c a e t , ) 1 . p , 1 1 0 2 ( r e h s i F o t g n i d r o c c A ,t n e t n o

c tb u nowaday ,st eacher shavebecomeveryi nterestedi nt eachingt hinking e s u a c e B . t n e t n o c d n a n o it a m r o f n i g n i h c a e t h ti w t s a rt n o c n i s d n i k s u o ir a v f o s ll i k s

f

o that , ciritca l reading and w iritng become s an impo tran t subjec tin many ) 1 4 . p , 1 1 0 2 ( n e Y y b d e n e h t g n e rt s s i tI . s y a d e s e h t s n o it u ti t s n i l a n o it a c u d

e staitng

l a t n e m a d n u f e h t s a y c a r e ti l l a c it ir c r i e h t p o l e v e d d l u o h s s t n e d u t s y ti s r e v i n u t a h t

e v o r p m i o t e u l a

v theris ocia lablitiyi nt hei rowns ocietyatt heuniverstiyandthei r n i t h g u a t e b d l u o h s y c a r e ti l l a c it ir c t a h t d i a s e h s , r e v o e r o M . e r u t u f e h t n i y t e i c o s

n o n r o f s ll i k s t n a tr o p m i t s o m e h t e r a s ll i k s e s o h t e s u a c e b g n it ir w d n a g n i d a e

r

-r e h T . s r e k a e p s e v it a

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ll i k

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F Languagestudents .

y n a m y b d e n i m a x e n e e b s a h g n i d a e r l a c it ir c g n i h c a e t f o e c n a tr o p m i e h T

.s r e h c r a e s e

r Theydeifneciritcalr eadinga sani mpo tran tskillt obel earn tbecause y

l p e e d t x e t n i s a e d i e h t d n a t s r e d n u n a c s t n e d u t

2 0 0 0 2 ( d n a lr u K y b d e n e h t g n e rt

s )deifning c iritcalr eading a saskillt ha tdiscover s d n a n o it a m r o f n

i idea sdescirbed by t hewrtier .Healso statest ha tciritcalr eading e h t , g n i d a e r l a c it ir c n I . g n i d a e r c it y l a n a d n a , e v it c e lf e r , e v it c a , l u f e r a c a o t s r e f e r t u b t x e t e h t f o t n e t n o c e h t d n a n o it a m r o f n i e h t d n if o t d a e r y l n o t o n o d s t n e d u t s e z y l a n a o s l a y e h

t thei nformaitonwtihint het ext . 3 0 0 2 ( e c a ll a

W ,p .69 )also statest ha tciritca lreading encouragesl earner s s n i a l p x e e h , n e h T . y ll a c it ir c t x e t e h t n i n o it a m r o f n i e h t e z y l a n a d n a t u o b a k n i h t o t e r a s r e n r a e l e h t t a h t s n a e m y ll a c it ir c t x e t e h t g n i d a e r t a h

t able t o understand t he

l a c it ir c r i e h t o t d e t c e n n o c e v it c e p s r e p r e d i w a h ti w t x e t e h t f o t x e t n o c s r e n r a e l t a h t y a s ) 6 7 . p , 2 1 0 2 ( d a z k a P d n a i ri b a h K , y ll a n o it i d d A . g n i d n a t s r e d n u l li

w g ain the chance to evaluate the contex t they face in c iritca l reading . e

h

T refore ,ciritca lreading encourage slearner s to read any tex t ciritcally by .t x e t e h t f o n o it a m r o f n i e h t g n i z y l a n a d n a g n i k n i h t l a c it ir c e s u s r e n r a e l e s u a c e b g n i d a e r l a c it ir c o t r a li m i s s i g n it ir w l a c it ir C ir w l a c it ir c d n a g n i d a e r l a c it ir c h t o b n i g n i k n i h

t itng .In ciritca lreading ,the o t d e s u s i g n i k n i h t l a c it ir c s a e r e h w t x e t e h t e z y l a n a o t g n i k n i h t l a c it ir c e s u s r e n r a e l l li k s a s a g n it ir w l a c it ir c s e n if e d ) 1 . p , 7 0 0 2 ( i k s e l b o r W . g n it ir w n i s a e d i e t a r o b a l e m o c o t r e d r o n i e v it c a e b o t r e ti r w e h t s e k a m t a h

t prehendt het opicwells ot hatt he o t d e t c e p x e e r a s r e n r a e l , g n it ir w l a c it ir c n I . r e p a p e v it c e j b o n a e ti r w n a c r e ti r w r i e h t e t a r o b a l e d l u o h s s r e n r a e L . c i p o t e h t f o s t n e m u g r a g n it r o p p u s y b l l e w e ti r w v i g d l u o h s y e h t t a h t s n a e m t I . g n it ir w n i y ll a c i g o l s a e d

i e srtong argument sto

e b n a c t i , g n it ir w l a c it ir c d n a g n i d a e r l a c it ir c f o n o it i n if e d e h t n o d e s a B n I .s ll i k s g n it ir w d n a g n i d a e r h t o b n i t n a tr o p m i s i g n i k n i h t l a c it ir c t a h t d e d u l c n o c s m i a y c a r e ti l l a c it ir c , s e s r u o c g n it ir w d n a g n i d a e

r tohelp learner sacqurie ciritca l e k a m d n a g n i d n a t s r e d n

u them consciou sso t hat t hey can read t he wo lrd and be 1 9 9 1 , e ri e r F ( d r o w e h t h ti w d lr o w e h t t c e n n o c o t e l b

a ,p .142) .C iritca lreading n i d e s s u c s i d s e u s s i t n e r r u c t u o b a y ll a c it ir c k n i h t o t s r e n r a e l s p l e h g n it ir w d n a r e d r o n i s ll i k s g n it ir w d n a g n i d a e r l a c it ir c e v a h d l u o h s s t n e d u t s , e r o f e r e h T . y t e i c o s . y t e i c o s n i s m e l b o r p y n a m e v l o s o t i n r a e l f o e c n a tr o p m i e h t n o d e s a

B ng reading and w iritng ,the Engilsh t n a tr o p m i s a g n it ir w d n a g n i d a e r s r e d i s n o c ) P S E L E ( m a r g o r P y d u t S e g a u g n a L s a h P S E L E , a r e s i h t n i s ll i k s g n it ir w d n a g n i d a e r p o l e v e d o t r e d r o n I . t c e j b u s ti r W d n a g n i d a e R l a c it ir C “ . ” g n it ir W d n a g n i d a e R l a c it ir C “ d e n g i s e

d ing (CRW )

t c e j o r p a s a d e n g i s e d s i ”

2 -basedclasst o f aclitiatestudentst o accessi nto al arge s u h t h c i h w , n o it a m r o f n i e ri u q c a s t n e d u t s h c i h w h g u o r h t g n i d a e r f o t n u o m a l a c it ir c r i e h t f o t n e m p o l e v e d e h t d n a e g d e l w o n k r i e h t f o s s e r g o r p e h t s e c n a h n e g n i d a e

r and w iritng skill s (ELESP Sanata Dharma Universtiy Academic Guideilnes ,2011) .ELSP design s“C iritca lReading and W iritng 2” to develop

. y t e i c o s n i s e u s s i e z y l a n a o t r e d r o n i s ll i k s g n it ir w d n a g n i d a e r l a c it ir c ’ s t n e d u t s it ir c f o n o it p ir c s e d t r o h s e h t m o r

F ca lreading and ciritca lw iritng above , l a c it ir c d n a g n i d a e r l a c it ir c n o h c r a e s e r e h t t c u d n o c o t d e d i c e d r e h c r a e s e r e h t n i h c r a e s e r s i h t d e t c u d n o c r e h c r a e s e r e h T . g n it ir

w the Engilsh Language

e h t e s u a c e b y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d

E researche r

4

’ s t n e d u t s n o s e it i v it c a g n i n r a e l f o s e c n e u lf n i e h t t u o d n if o t e k il d l u o w r e h c r a e s e r

. s ll i k s g n it ir w d n a g n i d a e r l a c it ir c

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B ResearchProblems o i s s u c s i d e h t n o d e s a

B n on the background o fstudy , the researche r .

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1 How are the learning acitviite sin “C iritca lReading and Wiritng 2” Clas s ?

d e t c u d n o c .

2 Wha taret hei n lfuence sofl earning acitviitesi n “C iritca lReading andW iritng 2” Clas sons tudents ’ciritcalr eadingandwiritngs kills?

.

C ProblemLimtia iton s i y d u t s s i h t f o s u c o f e h

T to ifndoutthei n lfuence sofl earningacitviitesi n “C iritca lReadingandWiritng 2” Clas so ftheEngilshLanguageEducaitonStudy

a m r a h D a t a n a S t a m a r g o r

P Universtiy on students ’ciritca lreading and w iritng n

i s e it i v it c a g n i n r a e l e h t n o s e s u c o f r e h c r a e s e r e h t , y lt s ri F . s ll i k

s “C iritca lReading

2 g n it ir W d n

a ” Class .Ther esearche robserved t hel earning acitviitesi n t heclas s r e h c r a e s e r e h t , r e v o e r o M . s s a l c e h t n i d e il p p a s e it i v it c a g n i n r a e l e h t t u o d n if o t

t c u d n o c e r e w s e it i v it c a g n i n r a e l e h t w o h t u o d n if o t e k il d l u o

w ed .Then ,the

s e s u c o f r e h c r a e s e

r on the students ’ ciritca l reading and w iritng skills . The e h t d e p l e h s e it i v it c a g n i n r a e l e h t r e h t e h w t u o d n if o t e k il d l u o w r e h c r a e s e r

s e h t n o s u c o f t o n d i d r e h c r a e s e r e h

t tudents ’score sbecauset her esearche rdidno t .s

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h c r a e s e r e h t n i d e t a t s s n o it s e u q o w t e h t g n ir e w s n a t a d e m i a h c r a e s e r e h T

g n i n r a e l e h t t u o d n if o t e k il d l u o w r e h c r a e s e r e h t , h c r a e s e r s i h t h g u o r h T . m e l b o r p

c

a itviite sin “C iritca lReading and W iritng 2” Clas so fthe Engilsh Language a

m r a h D a t a n a S n i m a r g o r P y d u t S n o it a c u d

E Universtiy and the in lfuence so f n

i s e it i v it c a g n i n r a e

l “C iritca lReading and W iritng 2” Clas son students ’ciritca l i

k s g n it ir w d n a g n i d a e

r ll .s

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E ResearchBeneftis

t c e l r o f l a i c if e n e b e b l li w y d u t s s i h

T urers ,especiallyl ecturer so f“C iritca l 2

g n it ir W d n a g n i d a e

R ” inSanataDharmaUniverstiy ,andf uturer esearcher swho a g n i d a e r l a c it ir c y l e m a n , c i p o t e m a s e h t n i h c r a e s e r t c u d n o c o t g n i o g e r

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1 Lecturer s

t u b ir t n o c e l b a u l a v e v i g o t d e t c e p x e s i h c r a e s e r s i h

T iont ot hel ecturer swho h

c a e

t “C iritca lReadingand W iritng 2”subject .By presenitng t heanswer soft he g n i n a e l r i e h t f o s e c n e u lf n i e h t w o n k o t d e t c e p x e e r a s r e r u t c e l e h t , s m e l b o r p

’ s t n e d u t s n o s e it i v it c

a ciritca lreading and w iritng skill sso t hatt hel ecturer smay .

6

.

2 Futureresearchers

h c r a e s e r t c u d n o c o t s r e h c r a e s e r e r u t u f e ri p s n i o t d e t c e p x e s i h c r a e s e r s i h T n

i othe rciritca lreading and w iritng class .The answer so fthe problem sare o

t d e t c e p x

e encouragefuturer esearcherst o designmateirals rf “o C iritca lReading ti

r W d n

a ing 2” so tha tthe subjec twli lin lfuence the students to develop thei r s

ll i k s g n it ir w d n a g n i d a e r l a c it ir

c .

.

F De ifniiton so fTerms

e h t f o n o it a t e r p r e t n i s i m d i o v a d n a s t p e c n o c y fi r a l c o t t p m e tt a n a n I

d e n if e d e b l li w s m r e t l a c i n h c e t e m o s , d e t c u d n o c h c r a e s e

r in thi sseciton .The

d n a , g n it ir w l a c it ir c , g n i d a e r l a c it ir c , e c n e u lf n i f o s m r e t e h t d e n if e d r e h c r a e s e r

f o t p e c n o c e h t n o d e s a b d e b ir c s e d e r a s m r e t f o s n o it i n if e d e h T . g n i k n i h t l a c it ir c

. h c r a e s e r s i h t

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1 In lfuence

n e u lf n i e h t s a w s e c n e u lf n i f o n o it i n if e d e h

T ce so flearning acitviite sin “C iritca lReading and Wiritng 2” Clas son the students ’c iritca lreading and s e it i v it c a g n i n r a e l e h t w o h t u o d n if o t e k il d l u o w r e h c r a e s e r e h T . s ll i k s g n it ir w

s g n it ir w d n a g n i d a e r l a c it ir c r i e h t p o l e v e d o t s t n e d u t s e h t d e p l e

h kills .

l a c it ir c ’ s t n e d u t s e h t w o h t u o d n if o t e k il d l u o w r e h c r a e s e r e h t , e r o m r e h tr u F

s t n e d u t s e h t e s u a c e b s s e c o r p g n i n r a e l g n i h c a e t e h t g n ir u d d e p o l e v e d e r a g n i k n i h t

.

2 Criitca lThinki ng

f o s s e c o r p d e n il p i c s i d y ll a u t c e ll e t n i “ e h t s a d e n if e d s i g n i k n i h t l a c it ir C , e c n e ir e p x e m o r f d e r e h t a g n o it a m r o f n i g n it a u l a v e d n a g n i z y l a n a y l e v it c a e h t o t g n i d r o c c a , ” n o it c a d n a f e il e b o t e d i u g a s a n o it a c i n u m m o c r o , n o it a v r e s b o c x E r o f l i c n u o C l a n o it a

N ellencei n Ciritca lThinking Insrtuciton (Scirven, 2004, y b e ti r w d n a d a e r o t y ti li b a e h t o t s r e f e r g n i k n i h t l a c it ir c , y d u t s s i h t n I . ) 1 . p , g n i d a e r l a c it ir c n I . y ll a c it ir c s a e d i t c u rt s n o c d n a t x e t f o n o it a m r o f n i g n i z y l a n a h t e z y l a n a o t y ti li b a o t s r e f e r g n i k n i h t l a c it ir

c et opicoft het ex tbyevaluaitng the u

a thor’ sargumen tusingknowledget hestuden thad beforer elated t ot het opic. I n y b s t n e m u g r a l a c i g o l e ti r w o t y ti li b a o t s r e f e r g n i k n i h t l a c it ir c , g n it ir w l a c it ir c . h c r a e s e r r o s e ir o e h t s u o i v e r p g n i s u e s o h t g n it r o p p u s .

3 Criitca lReading

a s i g n i d a e r l a c it ir

C skli lfo rdiscoveirng informaiton and idea swtihin a , d n a lr u K ( g n i d a e r c it y l a n a d n a , e v it c e lf e r , e v it c a , l u f e r a c a o t s r e f e r t i d n a t x e t l a c it ir c s e s u h c i h w l li k s g n i d a e r a o t s r e f e r g n i d a e r l a c it ir c , y d u t s s i h t n I . ) 0 0 0 2 y n a e z y l a n a o t r e d r o n i g n i k n i h

t text .I tmeanst hat t he student sareable t o read f o c i p o t e h t t u o b a e g d e l w o n k r i e h t e t a l e r o t e l b a e r a s t n e d u t s e h T . t x e t e h t d n o y e b . t x e t e h t e z y l a n a o t r e d r o n i t x e t e h t .

4 Criitca lWriitng i k s e l b o r

W (2007 ,p .1 )deifne sciritca lw iritng a sa learned skli ltha t h g u o n e l l e w c i p o t e h t d n a t s r e d n u o t l a u d i v i d n i e h t y b n o it a p i c it r a p e v it c a s e v l o v n i g n it ir w l a c it ir c , y d u t s s i h t n I . r e p a p d e t a c i n u m m o c l l e w d n a d e c n a l a b a e ti r w o t s d e e n t a h t ll i k s a o t s r e f e

8

y b y ll a c it ir

c analyzingt het opic f rist .I tmeans t hat t hestudent sareablet o wrtie h

ti w s t n e m u g r a r i e h t g n it r o p p u s y b c i p o t a f o s t n e m u g r a r i e h

t reasonablei deas.

9 I I R E T P A H C E R U T A R E T I L D E T A L E R F O W E I V E R d n a n o it p ir c s e d l a c it e r o e h t y l e m a n , s n o it c e s o w t f o s t s i s n o c r e t p a h c s i h T n I . k r o w e m a r f l a c it e r o e h

t thetheoreitca ldescirpitonseciton, t hewrtie relaborate s

d e t a r g e t n i f o s e ir o e h t e h t e r a y e h T . h c r a e s e r s i h t o t d e t a l e r e r a h c i h w s e ir o e h t e h t n i , e r o m r e h tr u F . g n i k n i h t l a c it ir c d n a , g n it ir w l a c it ir c , g n i d a e r l a c it ir c , g n i n r a e

l the

it c e s k r o w e m a r f l a c it e r o e h

t on ,the wrtie rdescirbe sthe correlaiton between the

. h c r a e s e r s i h t d n a s e ir o e h t .

A Theoreitca lDescrip iton

, g n i n r a e l d e t a r g e t n i f o s e ir o e h t e h t s n i a l p x e r e ti r w e h t , n o it c e s s i h t n I n i d e s u e r e w t a h t g n i k n i h t l a c it ir c d n a , g n it ir w l a c it ir c , g n i d a e r l a c it ir

c thiss tudy.

.

1 IntegratedLearning

, g n i n e t s il , g n i d a e r ( s ll i k s h s il g n E n i a m r u o f e h t h c a e t o t d e s u s r e h c a e T y n a m , s y a d a w o n , r e v e w o H . s e s s a l c e m o s n i y l e t a r a p e s ) g n i k a e p s d n a , g n it ir w s il g n E f o y g e t a rt s d e t a r g e t n i p o l e v e d e l p o e

p hl anguaget eaching .Brown ( 2007 ,p .

5 8

2 )indicate stha t“atlhough the fou rlanguage skill sare rteated separately a s

s ll i k s e g a u g n a l g n i h c a e t d r a w o t d n e rt t n e c e r a s i e r e h t , m u l u c ir r u c e h t n i d e b ir c s e d e g a u g n a l h s il g n E f o y g e t a rt s d e t a r g e t n i s e z il a u t p e c n o c e h , r e v o e r o M . ” e v it a r g e t n i a e

t ching by designing aclas so rcourse by applying a whole l anguageapproach .

0 1 e r o m r o o w

t interrelated skillsi n aclass .I tmeanst hatt he t eache rmay i ntegrate

. g n i n r a e l d e t a r g e t n i n a p o l e v e d o t g n it ir w h ti w g n i d a e r , g n i n r a e l d e t a r g e t n i e h t s e n i m a x e o s l a o h w , ) 8 0 1 . p , 2 8 9 1 ( n o s n h o J g n it ir w d n a , g n i d a e r , g n i k a e p s , g n i n e t s il e h t t a h t s e n il r e d n

u skill sare connected

p o l e v e d s t n e d u t s e h t n e h w t a h t s n i a l p x e e h , e r o m r e h tr u F . g n i n r a e l e v it a r g e t n i o t n i t a h t s n a e m t I . g n i n r a e l s ll i k s d e t a r g e t n i n i ll i k s r e h t o n a p o l e v e d o s l a y e h t ,l li k s e n o d e r a t a h t s ll i k s e r o m r o o w t e r a e r e h t , g n i n r a e l d e t a r g e t n i n

i eveloped .Oneskilli s

g n i n r a e l e h t , e r o f e r e h T . e m it e n o t a c i p o t e m a s e h t n i l li k s r e h t o n a o t d e t a l e r n i e r o m r o s ll i k s o w t p o l e v e d n a c s r e n r a e l e h t e s u a c e b e v it c e f f e e b l li w s s e c o r p . s s a l c e n o b l o K y b d e r o l p x e o s l a s i g n i n r a e l d e t a r g e t n i f o t p e c n o c e h

T and Kolb

. e l c y c g n i n r a e l d e z il a e d i n a s a g n i n r a e l d e t a r g e t n i e z il a u t p e c n o c o h w ) 5 . p , 8 0 0 2 ( t c e j b u s e h t s n r a e l r e n r a e l e h t , g n i n r a e l d e t a r g e t n i n i t a h t n i a l p x e y e h t , e r o m r e h tr u F i t a h t y l s u o u n it n o c g n it c a d n a , g n i k n i h t , g n it c e lf e r , g n i c n e ir e p x e y b y l e v it c

a s

o t d e n g i s e d s i g n i n r a e l d e t a r g e t n i t a h t s n a e m t I . n o it a u ti s g n i n r a e l e h t o t d e t a l e r r i e h t p o l e v e d d l u o h s s r e n r a e l e h T . s r e n r a e l e v it c a e b o t s t n e d u t s e g a r u o c n e y b n r a e l d l u o h s o s l a y e h T . y ll a c it ir c t c e j b u s e h t n r a e l o t r e d r o n i l li k s g n i k n i h t h t o s g n i o

d att heywli lunderstandt hes ubjec tverywel.l

c it s il o h a n i n r a e l s r e n r a e l e h t p l e h o t d e n g i s e d o s l a s i g n i n r a e l d e t a r g e t n I . e n o r e h t o n a o t l li k s e n o n i l a ir e t a m e h t e t a l e r r o c l li w y e h t t a h t s n a e m t I . y a w e v it c e f f e e b l li w s s e c o r p g n i n r a e l e h t , e r o f e r e h

T becauset hel earner swli lcorrelate

.

2 Criitca lReading

a d e s e h t ll i k s t n a tr o p m i n a s e m o c e b g n i d a e r l a c it ir

C y sbecause tii susefu l

o t g n i d a e r l a c it ir c e n i m a x e s r e h c r a e s e r y n a M . t x e t y n a n i n o it a m r o f n i e z y l a n a o t a s a g n i d a e r l a c it ir c s e n if e d ) 0 0 0 2 ( d n a lr u K . n o it a c u d e n i g n i d a e r l a c it ir c p o l e v e d .r e ti r w e h t y b d e b ir c s e d s a e d i d n a n o it a m r o f n i s r e v o c s i d t a h t ll i k

s Healso state s

. g n i d a e r c it y l a n a d n a , e v it c e lf e r , e v it c a , l u f e r a c a o t s r e f e r g n i d a e r l a c it ir c t a h t l a c it ir c t a h t g n i y a s , g n i d a e r l a c it ir c n o g n i d n a t s r e d n u r a e l c s e v i g ) 0 0 0 2 ( d n a lr u K y n a f o h t u rt e h t w o n k o t ll i k s h g i h s d e e n t a h t ll i k s g n i d a e r s i g n i d a e

r informaiton .

o t o s l a t u b n o it a m r o f n i n e tt ir w e h t t e g o t y l n o t o n t x e t e h t s d a e r r e d a e r l a c it ir c A r e d a e r e v it c a n a e b d l u o h s r e d a e r e h t , e c n e H . t x e t e h t d n o y e b n o it a m r o f n i r e v o c s i d . y l p e e d t x e t e h t s e z y l a n a t a h t v n i o s l a s i g n i d a e r l a c it ir c f o t p e c n o c e h

T esitgated by Wallace (2003 ,p .

69), whos tatest ha tciritcalr eadingencouragesl earnerst ot hinkabou tandanalyze

y ll a c it ir c t x e t e h t d a e r t a h t s n i a l p x e e h , n e h T . y ll a c it ir c t x e t e h t n i n o it a m r o f n i e h t c e h t d n a t s r e d n u o t e l b a e r a s r e n r a e l e h t t a h t s n a e

m ontex toft het ex twtihawide r

d n a i ri b a h K , e r o m r e h tr u F . g n i d n a t s r e d n u l a c it ir c r i e h t o t d e t c e n n o c e v it c e p s r e p t x e t n o c e h t e t a u l a v e o t e c n a h c e h t t e g l li w s r e n r a e l t a h t y a s ) 6 7 . p , 2 1 0 2 ( d a z k a P a e r l a c it ir c f o y d u t s e h t m o r F . g n i d a e r l a c it ir c n i e c a f y e h

t dingbyWallace( 2003 )

d e e n s r e d a e r l a c it ir c e h t t a h t d e d u l c n o c e b n a c t i ,) 2 1 0 2 ( d a z k a P d n a i ri b a h K d n a e h t n i d e b ir c s e d n o it a m r o f n i e z i c it ir c o t r e d r o n i g n i k n i h t l a c it ir c r i e h t p o l e v e d o t l e h t i e s u a c e b g n i k n i h t l a c it ir c p o l e v e d o t t n a tr o p m i s i t I . t x e

t p sthe reade rto

2 1 n o n n a h S y b d e tr o p p u s s i g n i d a e r n i g n i k n i h t l a c it ir c f o e c n a tr o p m i e h T , 1 9 9 1

( p .519a sctiedi nJongsma ,1991 ,p .518), whoview sciritcalr eadingwhich

o t n o it c e n n o c r i e h t d n a e r u tl u c d n a y r o t s i h s ’ e n o g n i d n a t s r e d n u r o f “ l u f p l e h s i l a u q e d r a w o t m s i v it c a n a g n ir e t s o f r o f d n a . . . e r u t c u rt s l a i c o s t n e r r u c e h t ll a r o f n o it a p i c it r a

p decisionst ha taffec tand conrto lou r ilves” .I tmeans t ha t

e l o h w e h t n i a t b o o t n o it a m r o f n i r e m r o f e h t d n a t s r e d n u d l u o h s r e d a e r e h t y b y l n o n o it a m r o f n i f o h t u rt e h t e g d u j o t d e w o ll a t o n s i r e d a e r e h T . g n i d n a t s r e d n u t n e r r u c e h t h ti w n o it a m r o f n i e h t t c e n n o

c stiuaiton .Ther eade rshouldalsoconnec t

. e u s s i e h t e z y l a n a o t e u s s i t n e r r u c e h t h ti w n o it a m r o f n i r e m r o f e h t e m o s t s e g g u s s r e h c r a e s e r e m o s , ll i k s g n i d a e r l a c it ir c d o o g e v a h o t r e d r o n I W . y ll a c it ir c d a e r o t s p e t s r o s e i g e t a rt

s allace and Wray (2011 )indica te “a key

o s s a d n e g a d n a s m i a g n i y lr e d n u s ’ r o h t u a g n i y fi t n e d i f o t a h t s i ll i k s g n i d a e r l a c it ir c . ) 9 2 . p ( ” t x e t e h t f o n o it a u l a v e n i t n u o c c a o t n i m e h t e k a t n a c r e d a e r e h t t a h t r e d a e r l a c it ir c , e r o f e r e h

T should be ablet o i dentfiy the aim soft het ex ttha tare

r e d a e r l a c it ir c e h t , g n it ir w e h t f o s m i a e h t g n i y fi t n e d i y B . r o h t u a e h t y b n e tt ir w y a r W d n a e c a ll a W , r e v o e r o M . t x e t e h t n i d e b ir c s e d s a e d i e h t d n a t s r e d n u n a c y b d a e r e v a h y e h t t a h w e t a u l a v e o t s r e d a e r l a c it ir c t s e g g u s o s l a ) 1 1 0 2 ( s ’ r o h t u a g n i y fi t n e d i

“ argument sand judging the adequacy o fthe backing they

e h t t u o b a k n i h t d l u o h s r e d a e r e h t t a h t s n a e m t I . ) 0 3 . p ( ” s m i a l c r i e h t r o f r e f f o s ’ r o h t u a e h t e z y l a n a d l u o h s r e d a e r e h T . r e ti r w e h t y b d e p o l e v e d s t n e m u g r a y ti li b a il e r e h t e t a u l a v e o t r e d r o n i s t n e m u g r

a oft hew iritng.

e r a s a e d i s ti w o h e e s d n a g n it ir w f o e c e i p a f o k r o w e m a r f e h t d n a t s r e d n u n o o t d e t c e n n o

c eanother”( p .399) .By i dentfiyingargument ,s t her eade rwli lsee

e h t d n a t s r e d n u n a c r e d a e r e h t t a h t o s t x e t e h t f o s a e d i e h t s e z i n a g r o r e ti r w e h t w o h p l e h o s l a s t n e m u g r a g n i y fi t n e d i , n o it i d d a n I . t x e t e h t f o g n i n a e m e l o h

w s the

r e d a e

r s tonoitcet heconnecitonofi dea swtihint het ext .

r e d a e r e h t , s t n e m u g r a g n i y fi t n e d i r e tf a , n e h

T s should evaluate the

r e d a e r e h t ,s t n e m u g r a g n it a u l a v e n I .s t n e m u g r

a s can applysomesrtategies .Daiek

r e t n A d n

a (2004 ,p .412 )recommend the srtategies :determine dependablitiy ,

, s e i g e t a rt s e s o h t g n i y l p p a y B . s e i c a ll a f t c e t e d d n a , s n o i n i p o m o r f s t c a f h s i u g n it s i d r e d a e r e h

t s can evaluatet hevaild tiy oft he argument smadeby t hewrtier .Then ,

r e d a e r e h

t s candecidether eilablitiyoft hei nformaiton.

.

3 Criitca lWri itng

e h t s e k a m t a h t l li k s a s a g n it ir w l a c it ir c s e n if e d ) 1 . p , 7 0 0 2 ( i k s e l b o r W n a c r e ti r w e h t t a h t o s l l e w c i p o t e h t d n e h e r p m o c o t r e d r o n i e v it c a e b o t r e ti r w ti r w e h t t a h t s n a e m t I .r e p a p e v it c e j b o n a e ti r

w e rhast o understandt het opicwel l

n o n o it a m r o f n i f o t o l a r e h t a g d l u o h s r e ti r w e h t ,l l e w c i p o t e h t d n a t s r e d n u o T . t s ri f y b , e r o m r e h tr u F . s e c n e r e f e r h g u o n e s a h r e ti r w e h t t a h t o s c i p o t c if i c e p s r w d o o g a e ti r w l li w r e ti r w e h t , ll e w c i p o t e h t g n i d n a t s r e d n

u iitng because the

h c r a e s e r s ’ r e ti r w e h t n o d e s a b l l e w y r e v s t n e m u g r a s ’ r e ti r w e h t p o l e v e d n a c r e ti r w d l u o h s r e ti r w e h t , ll i k s g n it ir w l a c it ir c d o o g e v a h o t , n o it i d d a n I . c i p o t e h t n o t n a tr o p m i s i tI . s t n e m u g r a g n i c n i v n o c e ti r w o t g n i k n i h t l a c it ir c p o l e v e

d todevelop

4 1 s e i g e t a rt s e m o s y l p p a d l u o h s r e ti r w e h t , e ti r w o t s n i g e b r e ti r w e h t e r o f e B h c s t e i D o t g n i d r o c c A . g n it ir w e r p n

i (2006 )statest ha tsrtategiesi n prew iritng are

s i g n i m r o t s n i a r B . l a n r u o j a g n i p e e k d n a , g n i n o it s e u q , g n ir e t s u l c , g n i m r o t s n i a r b g n it r o p p u s d n if o t d n a , c i p o t a w o r r a n o t ,r e p a p a r o f c i p o t a d n if o t “ t n a tr o p m i r w e h t , g n i m r o t s n i a r b r e tf A . ) 0 4 . p ( ” s li a t e

d tie rshouldmakecluster .Clusteirngi s

e h t t a h t s n a e m t I . ) 0 4 . p ( ” g n il d o o d h ti w d e n i b m o c g n i m r o t s n i a r b d e r o s n e c n u “ e h t f o p a m d n i m e k a m o t c i p o t e h t o t d e t a l e r s t n i o p e v it r o p p u s e m o s s e ti r w r e ti r w r e ti r w e h t s e l b a n e , g n i n o it s e u q , y g e t a rt s t x e n e h T . c i p o

t to “take note s on

t s a l e h T . ) 1 4 . p ( ” y a s s e n a o t n i m e h t m r o f s n a rt d n a t n e v e r o t n e d i c n i t n a c if i n g i s e b n a c t a h t g n it ir w r o f s a e d i e v a h o t r e ti r w e h t s p l e h , l a n r u o j a g n i p e e k , y g e t a rt s b o g n i d r o c e r r o f l u f e s u “ s i l a n r u o j a , y ll a n o it i d d A . e r u t u f e h t n i d e s

u servaitons ,

, e r o f e r e h T . ) 2 4 . p ( ” s t n e d i c n i r o , e r u t a r e ti l f o e c e i p a o t s n o it c a e r , s n o i s s e r p m i . c i p o t a f o s a e d i p o l e v e d o t r e ti r w e h t s p l e h l a n r u o j s e s o p o r p ) 3 3 2 . p , 8 0 0 2 ( r e l y e S , s t n e m u g r a e v it c e f f e e ti r w o t , r e v o e r o M e h T . g n it ir w l a c it ir c n i s p e t s e m o

s step sareknowing t heaudience ,understanding

e h t g n it f a r d , tr o p p u s e l b i s s o p o t m i a l c o t c i p o t m o r f g n i v o m , e s o p r u p g n it ir w e h t o t r e ti r w e h t s p l e h e c n e i d u a e h t g n i w o n K . tf a r d e h t g n i s i v e r d n a , t n e m u g r a t n i o t d n a m i a l c r e h / s i h f o e s n e f e d t s e b e h t p o l e v e

d roducet het opicwell .Then,t he

f o s e p y t t n e r e f fi d p o l e v e d o t e s o p r u p g n it ir w e h t d n a t s r e d n u d l u o h s r e ti r w . s t n e m u g r a e h t , e s o p r u p g n it ir w e h t g n i d n a t s r e d n u d n a e c n e i d u a e h t g n i w o n k r e tf A a e m t I . tr o p p u s e l b i s s o p o t m i a l c o t c i p o t m o r f e v o m d l u o h s r e ti r

w n stha tthe

, n e h T . m i a l c s ’ r e ti r w e h t t r o p p u s o t s t n e m u g r a l a c i g o l t n e s e r p d l u o h s r e ti r w e h t d e h t g n i s i v e r d n a t n e m u g r a e h t g n it f a r d , g n it ir w l a c it ir c n i s p e t s o w t t s a l e h

t ratf ,

r e ti r w e h t s p l e h t n e m u g r a e h t g n it f a r D . g n it ir w l a r e n e g n i s p e t s e h t o t r a li m i s e r a e h t n o t c e lf e r d l u o h s r e ti r w e h t , y ll a n i F . g n it ir w e h t n i s t n e m u g r a e h t e z i n a g r o . tf a r d e h t e s i v e r o t tf a r d .

4 Criitca lThinking

c it ir c f o e s a b e h t s a g n i k n i h t l a c it ir

C alr eadingandw iritngi st hehighl eve l

m e h t p l e h o t s t n e d u t s e g e ll o c r o f t n a tr o p m i y r e v s i g n i k n i h t l a c it ir C . g n i k n i h t f o n e Y y b d e n e h t g n e rt s s i g n i k n i h t l a c it ir c f o e c n a tr o p m i e h T . s k r o w s ’ r e h t o e z i c it ir c ) 1 4 . p , 1 1 0 2

( , who state stha tuniverstiy student sshould develop thei rciritca l

n w o r i e h t n i y ti li b a l a i c o s r i e h t e v o r p m i o t e u l a v l a t n e m a d n u f e h t s a y c a r e ti l l a c it ir c g n i p o l e v e d y B . e r u t u f e h t n i y t e i c o s r i e h t t a d n a y ti s r e v i n u e h t t a y t e i c o s e h t e s u a c e b e g d e l w o n k e v i s n e t x e e v a h n a c s t n e d u t s , g n i k n i h

t y learn to analyze

t n e r r u c s s u c s i d o t m e h t r o f l u f e s u e b l li w e g d e l w o n k e v i s n e t x e e h T . e u s s i y n a .s e u s s i , 1 9 9 1 ( e ri e r

F p .142 )also indicate sthe impo trance o fciritca lthinking

n r a e l s p l e h g n i k n i h t l a c it ir c e s u a c e b e s r u o c g n it ir w d n a g n i d a e r n i y ll a i c e p s

e erst o

t n e r r u c e h t f o e r a w a e b o t m e h t e k a m o t r e d r o n i g n i d n a t s r e d n u l a c it ir c n i a t b o e b n a c t I . g n it ir w ’ s r e h t o n i h ti w s d r o w e h t o t s e u s s i t n e r r u c e h t e t a l e r d n a s e u s s i t n e r r u c e z y l a n a d n a d n a t s r e d n u o t s t n e d u t s s p l e h g n i k n i h t l a c it ir c t a h t d e d u l c n o c u s s

i es . Moreover , ciritca l thinking help s student s to decide whethe r the

6 1

.

B Theoreitca lFramework

e h t n e e w t e b n o it a l e r e h t t n e s e r p o t e k il d l u o w r e ti r w e h t , n o it c e s s i h t n I h ti w n o it c e s s u o i v e r p e h t n i d e b ir c s e d s e ir o e h

t thisr esearch .Thet heo ire ssuppor t

.s m e l b o r p h c r a e s e r e h t e v l o s o t r e ti r w e h t p l e h d n a h c r a e s e r s i h t t e h

T heory o fintegrated learning by Johnson (1982 ,p .108 )i sused to

i y r o e h t s i h T . n o it a v r e s b o e h t g n ir u d s s a l c e h t n i s e it i v it c a g n i n r a e l e h t e z y l a n

a s

t n e r e f fi d s i g n i n r a e l d e t a r g e t n i e s u a c e b h c r a e s e r s i h t n i d e s

u from the common

s ll i k s c i s a b h c a e t o t d e s u r e h c a e t e h T . s s e c o r p g n i n r a e l g n i h c a e t n i d e s u d o h t e m n r a e l s t n e d u t s e h t p l e h o t d e n g i s e d s i g n i n r a e l d e t a r g e t n i , r e v e w o H . y l e t a r a p e s I . y l e v it c e f f

e ti sbecause integrated learning mean stha tthe student slearn in a

d e t a r g e t n i e h t e r u s a e m o t y r o e h t s i h t d e s u r e h c r a e s e r e h t , e r o f e r e h T . y a w c it s il o h .s s a l c e h t n i d e il p p a y g e t a rt s g n i n r a e l , 3 0 0 2 ( e c a ll a W y b d e s o p o r p g n i d a e r l a c it ir c f o y r o e h t e h

T p .69)i susedt o

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