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g n i d a e R r o f s e it i v it c A g n i n r a e L .
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2 .DevelopingStudents ’C iritca lThinking ... 14 3 .DevelopingStudents ’C iritca lW iritngSkill ... 34
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T fris tchapte rdiscusses background informaiton and raitonale fo rthe
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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
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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
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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
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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 ,
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w the Engilsh Language
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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
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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 k r o w ’ s t n e d u t s e h t e t a u l a v e
.
D ResearchObjecitves
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
.
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
a nd
. g n it ir w
.
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
.
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
.
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
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
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
.
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
