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s dfiferen tday .Besides ,they suggested the depatrmen tto n i r e r u t c e l e n o e v a
h teachingC iritca lReadingandWiritng1 .
, g n i n r a e l d e t a r g e t n i , n o it p e c r e p : s d r o w y e
ii i v K A R T S B A . i n a i v o N a i s e r e h T , a r o
N (2012) .ELESPStudents ’PercepitononCrtiica lReading e s r u o C 1 g n it i r W d n
a . Yogyakatra :Program Stud iPendidikan Bahasa Ingg irs , . a m r a h D a t a n a S s a ti s r e v i n U 1 g n it i r W d n a g n i d a e R l a c it i r
C merupakan mata ku ilah baru di program n a k p a r e ti d i a l u m i n i h a il u k a t a M . s ir g g n I a s a h a B n a k i d i d n e P i d u t
S pada
u
k irkulum2010/2011dandibeirkandis emeste r3 .Criitca lReadingandWriitng1
a c a b m e m n a li p m a r e t e k n a k g n u b a g g n e m g n a y h a il u k a t a m h a u b e s n a k a p u r e
m dan
n a k p a r a h i d a w s i s a h a m , i n i h a il u k a t a m i u l a l e M . s il u n e
m dapat mengasah m a l a d e k n a k g n a u n e m u p m a m n a d s it ir k n a g n e d h a k s a n n o p s e r e m n a u p m a m e k n a li p m a r e t e k n a k a p u r e m s il u n e m n a d a c a b m e m n a li p m a r e t e k , u ti n i a l e S . n a s il u t s e s a g g n i h e s n a ti a k r e b g n il a s g n a
y ua iijkaketerampliant ersebu tdigabungkan dan m a l a d n a k r a j a i
d satumatakuilah .Namun ,paramahasiswamemiilk ipendapa tdan .t u b e s r e t u r a b h a il u k a t a m p a d a h r e t a d e b r e b g n a y i s p e s r e p n a a y n a tr e p a u d n a k s u m u r e m s il u n e p , s a t a i d g n a k a l e b r a t a l n a k r a s a d r e B l a
d ampeneilitani ni ,yakni :1 )Bagaimanaperseps imahasiswaPendidikanBahasa h a il u k a t a m p a d a h r e t s ir g g n
I Criitca lReading and Wriitng 1?, 2 )Saran apa h a il u k a t a m n a t a k g n i n e p k u t n u a w s i s a h a m n a k ir e b i d g n a
y Criitca lReading and 1 g n it i r W ? a it il e n e
P n i n imenggunakan metode survey .Pengumpulan datadliakukan m n a g n e
d enyebarkan angke t dan melakukan wawancara dengan mahasiswa a t a n a S s a ti s r e v i n U , s ir g g n I a s a h a B n a k i d i d n e P i d u t S m a r g o r P t a p m e r e t s e m e s . 1 1 0 2 / 0 1 0 2 k i m e d a k a n u h a t , a m r a h D l i s a
H peneilitan menunjukkan bahwa sebagian besa r mahasiswa s o p i s p e s r e p i a y n u p m e
m itfit erhadapmatakuilahCriitca lReadingand Wriitng 1 . i d n a k ir e b i d g n a y i r e t a m n a d , n a t a i g e k , n a u j u t i t u p il e m t u b e s r e t f it i s o p i s p e s r e P r a s e b n a i g a b e s n u p i k s e M . s a l e
k mahasiswa memiilk i perseps i posiit f pada a p a r e b e b , s a l e k i d n a t a i g e
k mahasiswa menganggap kegiatan d i kela s terasa a p a r e b e B . a y n u g g n i m p a it e s a m a s g n a y n a t a i g e k a n e r a k n a k n a s o b m e
m mahasiswa
n a t a i g e k a w h a b a s a r e m a g u
j d ikelasl ebihd fiokuskanpadaketeramplianmenu il .s , u ti n i a l e
S sebagianbesa rmahasiswamemik imasalaht erkai tdenganduras ikelas . r a s e b n a i g a b e
S mahasiswa merasa kesultian untuk menjaga konsenrtas id ikela s n a r a j a l e b m e p i s a r u d a y n a m a l a n e r a
k (3,5 jam) .Terkai tdengan masalah d iatas , n a r a s m u k g n a r e m s il u n e
p -saran dar imahasiswa . Mereka em nyarankan dosen a
y a p u
s memasukkan permainan atau kegiatan menairk lainnya untuk menjaga n a k n a r a y n e m a k e r e m , u ti n i a l e S . s a l e k i d n a r a j a l e b m e p a k it e k a w s i s i s a rt n e s n o k a y a p u
s dosen aga rmenyeimbangkan pors ikegiatan d ikelasuntuk keteramplian a d a c a b m e
m n menuils . Konsep pembelajaran integras i atau penggabungan i g a b a n u g r e
b mahasiswa ,namun mereka merasa penerapannya belum maksimal . s
a h a
M iswa menyarankan pihak prod iagar membag ikela smenjad idua kela sd i a g n e d n a d a d e b r e b g n a y i r a
x i n a k g n u g n i b m e m g n a d a k r e t a d e b r e
b mahasiswakarena konsep mengajarnyayang .
a l u p a d e b r e b
h a il u k a t a m , i s a r g e t n i n a r a j a l e b m e p , i s p e s r e p : i c n u k a t a
K Criitca lReading and 1
x S T N E M E G D E L W O N K C A k n a h t o t t n a w I , ll a f o t s ri
F Jesu sChristfo rHi sneve rending blessing t o l l a h g u o r h t e m d e i n a p m o c c a h c i h w e v o l s i H r o f d n a s i s e h t y m h s i n if d l u o c I o s e m .s s e c o r p e h t o t s e o g e d u ti t a r g t s e p e e d y
M Made Frida Yuila ,S.Pd. ,M.Pd. ,a smy r o f , r o s i v d a s i s e h
t he rguidance ,assistance ,feedback ,and he r itme from the y n a m o s d e n r a e l I . s i s e h t y m g n it ir w n i s s e c o r p e h t f o d n e e h t l it n u g n i n n i g e b . s s e c o r p e h t g n ir u d s g n i h t k n a h t y l e r e c n i s o t e k il o s l a d l u o w
I Patricia Angeilna Lasut ,S.Pd. , .
m u H .
M , a sthe lecture ro fC iritca lReading and Wiritng 2 fo rthe oppo truntiy k n a h t o t e k il o s l a d l u o w I . s e s s a l c r e h n i h c r a e s e r e h t t c u d n o c o t e m o t n e v i
g the
0 1 0
2 student so fCriitca lReading andWriitng2, especiallyclas sAand clas s C , rf o thei ritmeandwliilngnesst obemyr espondents .
, s t n e r a p d e v o l e b y m k n a h t y l p e e d o t e k il d l u o w
I Ricardu sAn itoku sand i m r a k u S t u t e K a n i r a t a
K , who alway ssuppor tand pray the bes tfo rme ,fo r o t y rt s y a w l a l li w I . m e h t d e e n d n a e m it d r a h n i s a w I r e v e n e h w e m e d i s e b g n i e b o r p m e h t e k a
m udo fme .
, a j g o J n i y li m a f y m d n a s d n e ir f t s e b y m k n a h t o t e k il o s l a d l u o w
I Nicho ,
, d a h c
I Uwi ,Etha ,EtaMagno ,Emli ,Marsya ,Desy ,Hendrik, Wiwik,Yuni rfo e m g n it r o f m o c , h g u a l e m g n i k a m r o f , ll e w s a t r o p p u s d n a t n e m e g a r u o c n e r i e h t k n a h t o t e k il o s l a d l u o w I . y li m a f l a e r a s a e m f o e r a c g n i k a t d n a , d a s s a w I n e h w , e g e ll o c n i s d n e ir f t s e b y
m Ika ,Lia ,Deby ,Tania ,Vtia ,Ratna ,and Ivon ,who w h c u s e m e v a
g onderfu l itmes , memo ires ,and togethernes s in college .My o t o g s k n a h t y l e r e c n i
s Sr . Benedicte , CB and my sister s in Syan itkara y r o ti m r o
d ,f o rbeingmys econdhomei nJ ogjaandgivingmel ot so fexpeirences . y r e v e k n a h t o t e k il d l u o w I , t s a e l t o n t u b t s a
i x
S T N E T N O C F O E L B A T
i. . … … … … … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I T
ii .. . … … … … … … … … … … … … … … … … … … … … … … … E G A P L A V O R P P A
v i. . … … … … … … … … … … … … … … … … … … … … … … E G A P N O I T A C I D E D
… … … … … … … … … … … … Y T I L A N I G I R O ’ S K R O W F O T N E M E T A T
S … .v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ……….vi
ii v … … … … … … … … … … … … … … … … … … … … … … … … … … T C A R T S B A
K A R T S B
A ………...viii
x .. … … … … … … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C A
i x . … … … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A T
… … … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I
L ….xiv
v x . … … … … … … … … … … … … … … … … … … … … … S E C I D N E P P A F O T S I L
1 .. … … … … … … … … … … … … … … … … … … N O I T C U D O R T N I :I R E T P A H C
.
A ResearchBackground………1
.
B ResearchProblem s….………3
.
C ProblemLimtiaiton………3
.
D ResearchObjecitve s………...4
.
E ResearchBenefti s………...4
.
ii x
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 : I I R E T P A H C
.
A Theoreitca lDescirpiton………..8
.
1 Percepiton……….8
.
2 IntegratedLearning……….10
.
a DeifniitonofI ntegratedLearning……….10
.
b IntegratedLearningi nReadingandW iritng………12
.
3 C iritca lThinking……….14
.
B Theoreitca lFramework……….15
… … … … … … … … … … … … … Y G O L O D O H T E M : I I I R E T P A H
C …………..18
.
A ResearchMethod………...18
.
B ResearchSetitng………....20
.
C ResearchParitcipant s………....20
.
D Insrtument sandDataGatheirngTechnique………..21
.
1 TheQuesitonnarie………...21
.
2 TheInterview………..22
.
E DataAnalysi sTechnique………..23
.
1 Dataf romt heQuesitonnarie. ………...23
.
2 Dataf romt heI nterview………...24
.
ii i x N
I F H C R A E S E R : V I R E T P A H
C DINGSANDDISCUSSION
.
A ELESPStudents ’PercepitononC iritca lReadingandWiritng1…….…27
.
1 Students ’Percepitonont hePurposeo fCRW1…….………27
.
2 Students ’Percepitonont heAcitviite so fCRW1…….……….32
.
a Students ’Percepitonont hePre-Acitviitesi nCRW1…….…….37
.
b Students ’Percepitonont heWhlis tAcitviitesi nCRW1……...39
.
c Students ’Percepitonont hePost-Acitviitesi nCRW1…….…...41
.
3 Students ’GeneralI mpression so fCRW1………..43
.
B Students ’Suggesitonst oI mprovet heI mplementaitono fCRW1……. 47
.
1 Students ’Suggesiton sBasedont heQuesitonnarie………48
.
2 Students ’Suggesiton sBasedont heI nterview………...49
2 5 .. … … … … … … … … S N O I T S E G G U S D N A S N O I S U L C N O C : V R E T P A H C
.
A Conclusion s……….52
.
B Suggesiton s……….55
7 5 … … … … … … … … … … … … … … … … … … … … … … … … … S E C N E R E F E R
v i x
S E L B A T F O T S I L
e l b a
T Page
1 .
4 Table4.1Students ’Percepitonont hePurposeo fCRW1 2 8
n e p O f o s tl u s e R e h T 2 .
4 -endedQuesitonnarieont hePurposeo fCRW1 03
n o it p e c r e P ’ s t n e d u t S 3 .
4 ont heAcitviite so fCRW1 3 3
4 .
4 TheResul to fOpen-endedQuesitonnarieont heAcitviiteso fCRW1 53
e r P e h t n o n o it p e c r e P ’ s t n e d u t S 5 .
4 -Acitviite so fCRW1 3 8
1 W R C f o s e it i v it c A t s li h W e h t n o n o it p e c r e P ’ s t n e d u t S 6 .
4 4 1
7 .
4 Students ’Percepitonont hePos tAcitviite so fCRW1 4 2
1 W R C f o n o i s s e r p m I l a r e n e G ’ s t n e d u t S 8 .
4 4 4
n e p O f o t l u s e R e h T 9 .
4 -endedQuesitonnarieont heDfiifculite sStudent s 1
W R C n i d e c a F
6 4
n o it a t n e m e l p m I e h t o t d e t a l e R s n o it s e g g u S ’ s t n e d u t S 0 1 .
v x
S E C I D N E P P A F O T S I L
r e tt e L n o i s s i m r e P : 1 x i d n e p p
A 6 0
e ri a n n o it s e u Q e h T : 2 x i d n e p p
A 6 1
e ri a n n o it s e u Q e h t f o t n ir p e u l B e h T : 3 x i d n e p p
A 6 3
d e s o l C f o s e r o c S l a n i F ’ s t n e d u t S : 4 x i d n e p p
A -endedQuesitonnarie 6 5
f o n o it a c if i s s a l C : 5 x i d n e p p
A theStudents ’Answer soft heOpen-ended
s n o it s e u Q
77
s t n e d u t S r o f l o c o t o r P w e i v r e t n I e h t f o t n ir p e u l B e h T : 6 x i d n e p p
A 79
w e i v r e t n I e h t m o r f n o it a c if i s s a l C a t a D : 7 x i d n e p p
A 8 0
w e i v r e t n I e h t f o t p ir c s n a r T e h T : 8 x i d n e p p
1
I R E T P A H C
N O I T C U D O R T N I
i h
T sr esearch i sintended t or evealEngilsh LanguageEducaitonStudy
W d n a g n i d a e R l a c it ir C n o n o it p e c r e p ’ s t n e d u t s ) P S E L E ( m a r g o r
P iritng 1
e s r u o
c ni theacademicyea ro f2010/2011 i n SanataDharmaUniverstiy .Thi s
f o s t s i s n o c r e t p a h
c research background , research problem , problem
n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m
il eftis ,anddeifniitonoft erm .s
.
A ResearchBackground
s r e h c a e t , h s il g n E g n i h c a e t n
I need an approach to make teaching
-e
l arning processmoreeffecitve .Therearemanykind so fapproachwhichcan
n i d e il p p a e
b teaching .Oneoft hemi si ntegratedl earning.I ntegratedlearning
s
i na approach which enablest eachersto i ntegratemoret han oneskill which
d e t a l e r e r
a ot one another .Teacher smigh tintegrate recepitve skill swtih
g n i n e t s il e t a r g e t n i y a m s r e h c a e t , e l p m a x e r o F . s s a l c e n o o t n i s ll i k s e v it c u d o r p
. g n it ir w h ti w g n i d a e r r o g n i k a e p s h ti w
d e t a r g e t n i d e il p p a e v a h h c i h w s e it i s r e v i n u d n a s l o o h c s e m o s e r a e r e h T
a t a n a S . g n i n r a e
l Dharma Universtiy i sone o fthose which apply integrated
e h t n i g n i n r a e
l 2010/2011newcur irculumof et h Engilsh LanguageEducaiton
g n i s u d e v o r p m i n e e b e v a h s e s r u o c e h t f o e m o S . ) P S E L E ( m a r g o r P y d u t S
C e r a e r e h t , m u l u c ir r u c w e n e h t n I . g n i n r a e l d e t a r g e t n
, 1 g n it ir W d n a g n i d a e R l a c it ir C , 2 g n i k a e p S d n a g n i n e t s i L l a c it ir C , 1 g n i k a e p S
andC iritca lReadingandW iritng2 .
g n it ir W d n a g n i d a e R l a c it ir
C 1 i sthe conitnuaiton o fthe previou s
e r a h c i h w , s e s r u o
c Basic Reading 2 and Paragraph Wiritng .Thi scourse i s
d e n g i s e
d rf eo t h thrid semeste r student s of ELESP in Sanata Dharma
ir t e s r u o c s i h T . y ti s r e v i n
U e s to integrate reading and w iritng skill sinto one
, e s r u o c s i h t n I .s s a l
c thestudent saregiventheoppo truntiyto wrtier esponse s
y ll a c it ir
c based on the text sgiven .A tfe rpassing t he course ,the student sare
d n a n e v i g t x e t e h t o t d e t a l e r y ll a c it ir c k n i h t o t e l b a e b o t d e t c e p x
e ot respond
ti o
t ol gicallyandr easonably.
ti r C s e s o o h c r e h c r a e s e r e h
T ica lReading and W iritng 1 becausesome
e s u f n o c e m o c e b y ll a r e n e g s t n e d u t
s d in the class .Based on et h informal
w e i v r e t n
i wtih severa lstudents ,there were some reason swhy they became
. d e s u f n o
c According to the students , the itme allocaiton fo r reading and
ti v it c a g n it ir
w ie swere no tequal .Basically ,C iritca lReading and Wiritng 1
e ir
t d t o combineExtensiveReading 1 w tih Shor tEssay Wiritng 1 .However ,
s e it i v it c a g n it ir
w took morepatr scompared to reading acitviitesin t he class .
, s e d i s e
B the student swere confused by the mateira land the orde ro fthe
e h t n i s e it i v it c
a class .Usually,t hestudent swouldhaves implew iritngpracitce
s
a the pre-acitvtiy .The student swould descirbe the picture swhich were
n w o h
s by sildes in the PowerPoin t presentaiton and wrtie the simple
s e d i s e B . s e r u t c i p e h t n o d e s a b n o it p ir c s e
d , the student s could also wrtie
n e v i g c i p o t e l p m i s e h t n o d e s a b g n i h t e m o
n o it c e s g n i d a e r e h t s a n o it a t n e s e r
p .I nt hel as tpatr ,thestudent swereassigned
p o t n i a tr e c e ti r w o
t icsr elatedt ot hesyllabu .s I naddiiton,t hecourset ook fou r
d e r o b h c i h w s ti d e r
c thestudentsi nt heclass .
ti r
C ica l Reading and W iritng 1 i s newly implemented fo r the
0 1 0
2 /2011 ELESP students .Since thi scourse i ws ne ly implemented of rthe
e k il d l u o w r e h c r a e s e r e h t , s t n e d u t
s to know students’ percep iton on thi s
o
c urse .Besides ,the researcher eint nded to ifnd out students’ suggesitons to
f o n o it a t n e m e l p m i e h t e v o r p m
i thi scourse .
.
B ResearchProblems
. s n o it s e u q o w t s s e r d d a o t e k il d l u o w y d u t s s i h T
.
1 Wha ti sEngilsh Language Educaiton Study Program (ELESP) students ’
n o it p e c r e
p onC iritca lReadingandW iritng1course?
.
2 Wha tdo the student ssugges timproving the implementaiton o fCrtiica l
it ir W d n a g n i d a e
R ng1course?
.
C ProblemLimtia iton
m il r e h c r a e s e r e h
T tist hescopeoft her esearcht o theCrtiica lReading
e s r u o c 1 g n it ir W d n
a .The subjec to fthe research i sthe fou trh semeste r
0 1 0 2 f o s t n e d u t
s /2011 ELESP ni Sanata Dharma Universtiy .The researche r
t s ri f e h T . s m e l b o r p o w t n o h c r a e s e r e h t s e s u c o
f problem deal swtih the
ti r C n o n o it p e c r e p ’ s t n e d u t
s ica lReading and Wiritng 1 course .The second
s n o it s e g g u s ’ s t n e d u t s e h t s i e n
e s r u o c 1 g n it ir W d n a g n i d a e
R .The researche rwill conduc ta us rvey a sthe
d o h t e
m o fthe research .The quesitonnarie will be distirbuted to the LE E PS
e h t n i s t n e d u t
s 2010/2011 academic year to gathe rthe data. There are fou r
ti r C n i s e s s a l c l e ll a r a
p ica lReadingandW iritng1 ,namelyclas sA ,B ,C ,andD
.s r e r u t c e l t n e r e f fi d o w t h ti
w Clas sA and C are chosen a sthe sample of t he
h c r a e s e
r becauset hes tudent shadexpeirencedt hecoursei nt het hrids emester .
. r a e y c i m e d a c a 1 1 0 2 / 0 1 0 2 m o r f e r a s e s s a l c e s o h t n i s t n e d u t s e h t ll a , s e d i s e B
e s o h
T two classe sareconsidered ast herepresentaitvet o providethedataf o r
. h c r a e s e r e h t
.
D ResearchObjec itves
t , tr a p s u o i v e r p e h t n i d e t a l u m r o f s m e l b o r p e h t n o d e s a
B here are two
: e r a y e h T . h c r a e s e r s i h t f o s e v it c e j b o
.
1 To see students ’percepiton on C iritca lReading and Wiritng 1 course in
.r a e y c i m e d a c a 1 1 0 2 / 0 1 0 2 e h
t
.
2 To ifnd ou twha tshould be improved in Crtiica lReading and W iritng 1
e s r u o
c .
.
E ResearchBeneftis
e s e r s i h
T arch would give some benefti sto the lecturer sand Sanata
s r e v i n U a m r a h
D tiy ,especially ELESP. Besides ,the researche rexpect sthe
.
1 Lecturer so fCRW1
h c r a e s e r s i h
T aimed t o give somei nformaiton related t o thestudents ’
n o n o it p e c r e
p C iritca lReading and Wiritng 1 course. By knowing students’
r e
p cepiton on tha tcourse ,the lecturers wli lobtain the feedback abou tthe
. e s r u o c e h t f o n o it a t n e m e l p m
i Moreover ,thel ecturersw illknowwha tshould
d e v o r p m i e
b inordert omaket hecoursemoreeffecitvef o rthestudent .s
.
2 Eng ilshLanguageEduca itonStudyProgram
i h
T s research would give some cont irbuiton s to Sanata Dharma
e g a u g n a L h s il g n E r o f y ll a i c e p s e , y ti s r e v i n
U Educaiton Study Program .Since
1 g n it ir W d n a g n i d a e R l a c it ir
C courseist akeni ntonewcurirculum, t hestudy
n o it a t n e m e l p m i e h t t u o b a w o n k d l u o h s m a r g o r
p oft hecourse .Conducitngt he
m a r g o r p y d u t s e h t , h c r a e s e
r would have t he data based on students ’opinion
n e m e l p m i e h t t u o b
a taiton o fthat course .Besides ,the study program would
e s r u o c e h t f o n o it a t n e m e l p m i e h t e v o r p m
i consideirng students’ suggesitons
. e s r u o c e h t o t d e t a l e
r
.
F Deifni itono fTerms
s n o it i n if e d e m o s e r a e r e h
T o fterm swhich w ill help the reader sto
. h c r a e s e r e h t o t d e t a l e r s m r e t e m o s w o n k
.
1 Percep iton
a V , n a m tl A . n o it p e c r e p f o s n o it i n if e d e m o s e r a e r e h
T lensi ,&Hodgett s
e n if e d ) 5 8 9 1
( percepiton a s“the way sitmul iare selected and grouped by a
n o it i n if e
d comesf rom StephenP .Robbins .Percepitoni s“aproces sbywhich
r p m i y r o s n e s r i e h t t e r p r e t n i d n a e z i n a g r o l a u d i v i d n
i ession sin orde rto give
t n e m n o ri v n e r i e h t o t g n i n a e
m ” (Robbins , 2001 : 135) . In thi s research ,
h ti w s l a e d n o it p e c r e
p ELESP students ’feeilngs ,opinions ,and response son
it ir C f o n o it a t n e m e l p m i e h
t ca lReading and W iritng 1 course ni Sanata
. y ti s r e v i n U a m r a h D
.
2 Crtiica lReadingandWriitng1
n o d e s a
B Panduan Akademik Program Stud i Pendidikan Bahasa
s i r g g n
I (2011) ,Crtiica lReading and W iritng 1 course i sdesigned to give
r o s t x e t n e v i g e h t n o d e s a b y ll a c it ir c s e s n o p s e r e ti r w o t e c it c a r p e r o m s t n e d u t s
it a r g e t n i e h t s i e s r u o c s i h T . ) 7 3 . p ( s e g a s s a
p on o freading and w iritng skill s
d n
a theacitviitesa swell .Throught hi scourse ,thestudent sare rtainedtoapply
s i s y l a n a e h t o t g n i n o s a e r d n a , e c n e d i v e f o d r a d n a t s l u f e r a c , s e l p i c n ir p l a c i g o l
ti r C . s e u s s i d n a , s f e il e b , s m i a l c f o n o i s s u c s i d d n
a ica lReadingandW iritng1 si
r o f d e n g i s e
d et h thrid semester student so fELESP . Student smay take thi s
e s r u o
c hfit eyhavepassedBasicReading1 ,BasicReading 2 ,BasicWrtiing ,
g n it ir W h p a r g a r a P d n
a .In t hisr esearch ,Crtiica lReadingand Wiritng1 i sthe
s e it i v it c a g n it ir w d n a g n i d a e r f o n o it a r g e t n
i into one clas .s Thebasic i dea o f
ti r
C ica lReading and W iritng 1 cou rseist hecombinaiton between Extensive
1 g n it ir W y a s s E t r o h S d n a 1 g n i d a e
R .The lecturer s rty to integrate the
ti v it c
.
3 Eng ilshLanguageEduca itonStudyProgram( ELESP)
h s il g n
E Language Educaiton Study Program i sthe study program in
h D a t a n a
S armaUniverstiy .Thi sstudy program i s i n t hefacutly of Teacher s
L h s il g n E . n o it a c u d E d n a g n i n i a r
T anguageEducaiton Study Program tires t o
e m o c e b o t s t n e d u t s e h t e r a p e r
p an Engilsh teacher. In thi sresearch ,the
f o e n o e v r e s b o o t e k il d l u o w r e h c r a e s e
r thecoursesinELESPnewcurirculum ,
h c i h
w i sCrtiica lReading and Wiritng 1 .Thesubject soft hisr esearcharethe
h tr u o
8 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
o w t e r a e r e h T . y d u t s e h t o t d e t a l e r s e ir o e h t e h t s e s s u c s i d r e t p a h c s i h T
. k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e d l a c it e r o e h t : r e t p a h c s i h t n i s t n e m e l e
e li h w , y d u t s e h t o t d e t a l e r s e ir o e h t e m o s s e s s u c s i d n o it p ir c s e d l a c it e r o e h T
t s e t a l e r k r o w e m a r f l a c it e r o e h
t het heo irest ot hes tudy .
.
A Theore itca lDescrip iton
t e h
T heoreitca l descirpiton moslty discusse s students ’ percepiton , .
g n i k n i h t l a c it ir c d n a , g n i n r a e l d e t a r g e t n i
.
1 Percep iton
d n a e z i n a g r o s l a u d i v i d n i h c i h w y b s s e c o r p a “ s a d e n if e d e b n a c n o it p e c r e P r p r e t n
i ett hei rsensoryi mpressionsi nordert ogivemeaningt ot hei renvrionment” ,
s n i b b o R
( 2001 :135) .According t o Atlman e tal .(1985) ,“percepiton i st he way a
e m e b n a c y e h t t a h t o s n o s r e p a y b d e p u o r g d n a d e t c e l e s e r a i l u m it
s ningfully
. ) 5 8 . p ( ” d e t e r p r e t n
i Kretine rand Kinicki( 2008 )seepercepiton ast heprocess fo d
n u o r r u s t n e m n o ri v n e e h t s t e r p r e t n i d n a s d n a t s r e d n u e n o e m o s w o
h s ihm/he rusing
. s s e c o r p e v it i n g o c
.
a FactorsI n lfuencingPercep iton
t e n a m tl A . s r o t c a f e m o s y b d e c n e u lf n i e b n a c n o it p e c r e p s ’ e n o e m o
S .al
e t a t s ) 5 8 9 1
e r a s r o t c a f e s o h T . n o it p e c r e
p theseleciton o fsitmuil ,theorganizaiton o fsitmuil , .) 6 8 . p ( t p e c n o c f l e s s ’ n o s r e p e h t d n a , n o it a u ti s e h t )
1 Selecitono fS itmu il
e h t l l a m o r
F informaiton o rsitmul isurround people ,they wli lfocu son h c t a c y l n o l li w e l p o e P . n o it c e l e s d e ll a c s i s s e c o r p s i h T . il u m it s f o s r e b m u n l l a m s o s l a s s e c o r p s i h T . m e h t o t e l b a r o m e m d n a t n a tr o p m i s i h c i h w n o it a m r o f n i e h t n o s a e r e h t s r e w s n
a fo how student sperceivet hing sdfiferenlty .Each person wli l e n o t n e r e f fi d e b y a m n o it c e l e s s i h t d n a , il u m it s e h t s r e tl if r o s e u c c if i c e p s t c e l e s n o it c e l e s e n if e d ) 2 0 0 2 ( y o n r e V h ti d u J d n a , y o n r e V k r a M , n a m f f u H n e r a K . r e h t o n a tr o p m i e h t g n it c e l e s f o s s e c o r p e h t s a i l u m it s f
o anti nformaiton .
)
2 Organiza itono fS itmuil
d e g n a r r a e b t s u m n o it a m r o f n i e h t , d e t c e l e s n e e b s a h n o it a m r o f n i e h t r e tf A t e r p r e t n i o t s t n e d u t s p l e h l li w t n e m e g n a r r a s i h T . l u f g n i n a e m e m o c e b l li w t i t a h t o s e h t “ e t a t s ) 7 8 : 5 8 9 1 ( . l a t e n a m tl A s A . n o it a m r o f n i e h
t mind t ires t o b irng orde r
g n it t u p d n a s m e ti n i a tr e c g n it c e l e s y b a t a d y r o s n e s f o t h g u a l s n o c it o a h c e h t f o t u o ” . e c n e ir e p x e n o d e s a b s i t a h t y a w l u f g n i n a e m a n i r e h t e g o t m e h t )
3 TheStiua iton
s e h
T tiuaiton wli l in lfuence someone’ sperspecitve and relate i t with t a h w s w o n k e h s / e h , y l e t a r u c c a n o it a u ti s e h t g n i e e s y B . e c n e ir e p x e t s a p r e h / s i h e h t m o r F . ) 5 8 9 1 , .l a t e n a m tl A ( f l e s ti n o it a u ti s e h t o t d e t a l e r o d d l u o h s e h s / e h e c n e ir e p x e r i e h t e s u l li w s t n e d u t s t a h t r a e l c s i t i , e v o b a t n e m e t a t
s sto face the
i n o it a u ti
)
4 S -eflConcept
t p e c r e p s e c n e u lf n i h c i h w r o t c a f t s a l e h
T ioni s fls -e concept .Sefl-concepti s ,
e l p m a x e r o F . fl e s r e h / m i h s e e s n o s r e p a y a w e h
t i fa person conceptuailze s
t n e d if n o c g n i e b s a f l e s r e h / m i
h ,i twli lsitmulatehim/hert obeacon ifden tperson . fl
e S
“ -concepti si mpo tran tbecauseperson’ smenta lpicturewli ldeterminemuch .)
0 9 : 5 8 9 1 , .l a t e n a m tl A ( ” .s e o d d n a s e v i e c r e p e h s / e h t a h w f o
.
2 IntegratedLearning
n
I thi sseciton,t her esearche rprovidest hedefiniitonofi ntegratedl earning d
n
a ther aitonaleofi ntegraitngr eadingandw iritngs klil .s
.
a De ifniitonofI ntegratedLearning
s r a e y e h t r e v
O , educaitona ldevelopmen tha schanged .Thi schangeaffect s d
n if o t y rt s r e n o it it c a r p l a n o it a c u d E . m u l u c ir r u c l a n o it a c u d e e h
t a newapproacht o
p p a e h t f o e n O . n o it a c u d e f o y ti l a u q e h t e v o r p m
i roachesi si ntegratedl earning .St . h
c i h w s l o o h c s f o e n o s i d n a li a h T , l o o h c S y r a
M appiledt heconcep tofi ntegraiton . n a w e e w a R , t o k u s ir s n a J s a m a l u J , ti j m o l K a n a t n a h C , e s g n o v o o t n i S a f g n i K
k u R n r o p a d a h C , a s a L e e d a w e R , m o s m a h
K hacet ,Supawadee Tipayara jwrtie a d
e lt it l a n r u o
j “Integrated learning Approach a ta Schoo lin the No trheas to f d
n a li a h
T ” which reviews thei mplementaiton oft hei ntegrated l earning approach in St .Mary School .They reveal the concep to fintegrated tisefl .According to
s r e f e r g n i n r a e l d e t a r g e t n i , .l a t e e s g n o v o o t n i
S to the implementaiton how the r o f g n i n r a e l e v it c e f f e g n ir b o t d e t a l e r r e t n i e r a t c e j b u s f o s e n il p i c s i d e t e r c s i d
s e s u c o f y h p o s o li h p e h T . h c a o r p p a d n a , s m i a , s e l p i c n ir p , y h p o s o li h
p on how to
g n i n r a e l e h t e k a
m becomesmeaningfu landr elatedt ostudents’r eall fie .Theaim s e h t g n i h c a e t t o n , e v i s n e h e r p m o c e r o m e b o t s t c e j b u s e h t g n it a l e r e r a n o it a r g e t n i f o f g n i n a e m d n a , l u f e s o p r u p , t c e ri d n i s t n e d u t s g n i v l o v n i d n a , y l e t a r a p e s s t c e j b u
s u l
e s e h T . s e it i v it c a d n a s e h c a o r p p a s u o ir a v d e d i v o r p e b l li w s t n e d u t s , n e h T . g n i n r a e l d e t a l e r r e t n i e h t s s o r c a d e t c e n n o c d n a e l o h w a g n ir b o t d e g n a r r a e r a s e it i v it c a d n a y ll a u d i v i d n i g n i k r o w h t o b f o e c n e ir e p x e e h t g n ir b n a c s e it i v it c a e h T . s t c e j b u s ( . p u o r
g Sintoov gon see ta.l ,2011)
e h t r o f s e g a t s x i s d e w o ll o f l o o h c S y r a M . t S , l a n r u o j e h t n o n e tt ir w s A o t n e m p o l e v e
d ft hei ntegratedunti .Theyarei dentfiyingt het opic ,determiningt he b u s d n a t n e t n o c e h t g n i z y l a n a d n a g n i y fi t n e d i , s e v it c e j b o g n i n r a e
l -content ,
e s o h t r e tf A . n a l p t i n u r o n o s s e l e h t g n it c u rt s n o
c stage sarecompleted,t het eacher s . ti n u e h t g n it a u l a v e d n a g n i s s e s s a s i e g a t s t s a l e h T . ti n u e h t y l p p a y a
m In each
r e h t e g o t k r o w d l u o h s d e t a l e r r e t n i e r a h c i h w s t c e j b u s t n e r e f fi d m o r f s r e h c a e t , e g a t s y
b un fiyingt hei rconceptsr elatedt ot hes ubject smatter .
n o it i n if e d t s ri f e h T . g n i n r a e l d e t a r g e t n i f o s n o it i n if e d l a r e v e s e r a e r e h T e r o l p x e n a c s t n e d u t s , y d u t s d e t a r g e t n i n i t a h t s e t a t s e H . s y e r h p m u H m o r f s e m o c h c i h w s t c e j b u s s u o ir a v n i y l d a o r b e g d e l w o n
k are integrated (Humphreys ,Post , 9 8 1 : 3 0 0 2 e k a L n i d e ti c s a s il l E d n
a ) .He see sthe conneciton between two e h t e v a h e g a u g n a l d n a , l a i c o s , e c n e i c s , tr a t a h t s e v e il e b e H . s t c e j b u s t n e r e f fi d s t c e j b u s e s o h t fi e c n e ir e p x e g n i n r a e l g n ir b l li w t i d n a n o it c e n n o
c are i ntegrated .
r e k a m e o h S , s n o it c e n n o c e s e h t g n i e e s y
t c e j b u s s s o r c a s t u c t i t a h t y a w a h c u s n i d e z i n a g r o s i t a h t n o it a c u d e
…
-o t n i m u l u c ir r u c e h t f o s t c e p s a s u o ir a v r e h t e g o t g n i g n ir b , s e n il r e tt a m
s w e i v t I . y d u t s f o s a e r a d a o r b n o p u s u c o f o t n o it a i c o s s a l u f g n i n a e m
o w l a e r e h t s t c e lf e r d n a y a w c it s il o h a n i g n i h c a e t d n a g n i n r a e
l lrd ,whichi s
0 9 1 . p , 3 0 0 2 ( . e v it c a r e t n
i ) .
o t g n i d r o c c
A Sintoovongsee ta.l( 2011)t hepurposeofi ntegrated l earning i stob irngl earningexpeirencet ot hestudent .sI ni ntegratedl earning ,student swli l
n a g n it s e t n o s u c o
f dpracitce.I tmeanst hati nintegratedl earning ,student swli lbe l li w s e s i c r e x e e s e h T . s l a ir e t a m e h t o t d e t a l e r s e c it c a r p d n a s e s i c r e x e e r o m n e v i g
p l e
h studentst ocomprehendt hemateira lands tuden ’t sexpe irence sast hel earning .
s s e c o r
p They deifneconcept sofi ntegrated l earning approach ast hei nterrelated g
n i n r a e l d e t a r g e t n i ,s e d i s e B . s t c e j b u
s involves studentsi n driect ,meaningful ,and l
u f e s o p r u
p learning .Therefore,i ntegratedl earnings houldbes tudent-centered ,no t r
e h c a e
t -centered .Thel earningproces swillf ocu sonstudents ’need .Thet eachers ’ .
s s e c o r p g n i n r a e l e h t n i s t n e d u t s e t a ti li c a f o t t a h t s i e l o r
.
b IntegratedLearningi nReadingandWriit ng
r e h c a e t , g n i n r a e l d e t a r g e t n i n
I s may integrate more than one subject ro e
n il p i c s i
d asi n elementary school .Att hehigherl eve,l i ntegrated l earning can be s ll i k s o w t e t a r g e t n i y a m s r e r u t c e l ,l e v e l s i h t t A . e p o c s y ti s r e v i n u t a d e t n e m e l p m i
e r e r a h c i h
w lated to each other ,a sin reading and w iritng skills .Giesen (2001 ) s
e ti r
w a journa l itlted “Acitviite sfo rIntegraitng Reading and W iritng in the e
g a u g n a
L Classroom.” The journa lproposes sutiable acitviite sfo rintegraitng t
n i s ll i k s g n it ir w d n a g n i d a e
r o one class .Besides ,Giesen explains b irelfy the g
n i d a e r n e e w t e b n o it c e n n o
c -w iritng and discussed how the integraiton o fthose .
g n i n r a e l s e c n a h n e s ll i k s o w
d i s n o c e m o s n o d e s a b s s a l c e n o o t n i r e h t e g o
t eraitons .Giesen reveal sthat “the s u o i v b o t s o m e h T . d e t e c a fi tl u m e r a g n it ir w d n a g n i d a e r n e e w t e b s n o it c e n n o c g n a l f o s m r o f n e tt ir w e h t n o d n e p e d s ll i k s h t o b t a h t s i n o it c e n n o
c uage fo r
( ” . n o it a c i n u m m o
c Giesen ,2001 :5) .Carson ,1993Church ,1997andSpack1998b n i d e ti c s
a Giesen (2001 )statet ha treading and w iritng skill sarei nterdependen t , e v it c a n a s a n e e s s a , g n it ir w s a l l e w s a , g n i d a e R “ . r e h t o h c a e o t e t a l e r d n a b 8 9 9 1 , k c a p S , 3 9 9 1 , d i e R , 8 9 9 1 , h c r u h C , 8 9 9 1 , tt e n r a B ( ” s s e c o r p e v it c u rt s n o
c ,
s a 2 9 9 1 , l e m a
Z ctiedi nGiesen ,2001 :5) .
. d e s s u c s i d s c i p o t e h t n o e r o m d a e r o t s t n e d u t s e t a v it o m s e it i v it c a g n it ir W . d a e r e v a h y e h t t a h w f o g n i d n a t s r e d n u ’ s t n e d u t s w o n k l li w s r e h c a e t , g n it ir w y B ri e h t e z i n a g r o o t s t n e d u t s r o f a i d e m s a n e e s e b n a c g n it ir
W thought sandidea son
a passage .On t heothe rhand ,student scanno tbecomegood wrtier swtihou tbeing d n a s e ir a l u b a c o v d e c u d o rt n i e b l li w s t n e d u t s , g n i d a e r n I . g n i d a e r n i d e g a g n e . g n it ir w h s il g n E f o s e r u t c u rt s l a c ir o t e h r d n a , e r u t c u rt s e c n e t n e s , s g n i n a e m s t n e d u t s , e g d e l w o n k s i h t h g u o r h
T wli lhave enough capablitiy in wiritng (Reid , . ) 3 9 9 1 h c a e e c r o f n i e r y ll a u t u m d n a d e k n il y l e s o l c e r a g n it ir w d n a g n i d a e r e c n i S . s s a l c e n o o t n i d e t a r g e t n i e r a y e h t fi e v it c e f f e e r o m e b l li w s ll i k s o w t e s o h t ,r e h t o s t n e d u t s , s ll i k s o w t e s e h t g n it a r g e t n i y
B wli lhavedeep understanding i n reading e h t h g u o r h t e c it c a r p o t y ti n u tr o p p o e r o m e v a h l li w s t n e d u t s , s e d i s e B . g n it ir w d n a C s A . m o o r s s a l c e h t n i s e it i v it c
a arsone ta.l ,a sctiedi nGiesen( 2001)s aidt hatt he n e d u t s s p l e h g n it ir w d n a g n i d a e r f o n o it a r g e t n
.
3 Criitca lThinking
& n e v ir c S o t g n i d r o c c
A Pau l (2011) , ciritca l thinking i sthe way o f f o s s e c o r p e h t h g u o r h t a e d i r o , m e l b o r p , t c e j b o r a l u c it r a p t u o b a g n i k n i h t
t n y s , g n i z y l a n a , g n i y l p p a , g n i z il a u t p e c n o
c hesizing , and/o r evaluaitng the s i g n i h t t s ri f e h T . s t n e n o p m o c o w t s a h g n i k n i h t l a c it ir c t a h t d d a y e h T . n o it a m r o f n i
d n o c e s e h T . y ll u fl li k s d n a y l e v it c a d e s s e c o r p s i d e r e h t a g n o it a m r o f n i e h t t a h t
i s u y b t i b a h a s a n e e s e b n a c g n i k n i h t l a c it ir c t a h t s i g n i h
t ng t hose processe sa s
o t e c n a d i u
g becomeaciritcalt hinke.rElde r(2007 )deifne sc iritcalt hinkingast he l
e v e l t s e h g i
h o fstudents ’qualtiy in thinking which need sefl-guided and sefl -r
c g n i e B . ) 7 0 0 2 ( s t n e d u t s f o d e n il p i c s i
d iitcali n t hi scontex tmean show student s c
e lf e r , y l p e e d s t h g u o h t r i e h t e s
u ton ti ,and reac tto i.t Glase r(1941 )add stha t h
T . s g n i h t e e r h t s e v l o v n i g n i k n i h t l a c it ir
c eyaret hestudents ’atttiudei nfacingt he ,
s e c n e ir e p x e r i e h t n o d e s a b m e l b o r
p the students ’ knowledge to gathe r o
f n
i rmaiton logically and reasonably ,and the students ’skills t o think ciritcally . n
o d e s a
B Pearson Educaiton (2011), there are fou rstep sin t he ciritca lthinking :
e r a y e h T . s s e c o r p
.
a Summarize
n i a m e h t e t a t s e r d n a l l a c e r o t y rt l li w s t n e d u t s , p e t s s i h t n
I poin tof et h
s t n e d u t S . n o i n i p o r i e h t d d a o t d e t c e p x e t o n e r a s t n e d u t s , r e v e w o H . n o it a m r o f n i
.
b Analyze
t n e n o p m o c s ti o t n i l a ir e t a m e h t n w o d k a e r b s t n e d u t s , g n i z ir a m m u s r e tf A e s o h T . s tr a
p patr swli lhelp studentst o ifnd howt hosepatr srelate t o each other . . n o it a m r o f n i e h t n o n o i n i p o e h t e v a h y a m s t n e d u t s ,s n o it a l e r e h t g n i e e s y B .
c Synthesize
d n a d e z ir a m m u s e v a h y e h t t a h w t c e n n o c l li w s t n e d u t s , p e t s s i h t n I . e c n e ir e p x e n w o r i e h t o t d e z y l a n
a Students ’expeirence sare impo tran tto help . y ll a c it ir c k n i h t o t s t n e d u t s e t a l u m it s ll i w t I . a e d i e h t g n i z i s e h t n y s n i s t n e d u t s .
d Evaluate
n o r o l a ir e t a m e h t n o t n e m g d u j a e k a m n a c s t n e d u t s , p e t s t s a l s i h t n I t o n n a c t n e m g d u j s i h t , r e v e w o H . n e v i g n o it a m r o f n
i be made wtihou t three
d e t c e p x e e r a s t n e d u t s , s i s e h t n y s d n a , s i s y l a n a , y r a m m u s h g u o r h T . s p e t s s u o i v e r p . a e d i e h t o t d e t a l e r t n e m g d u j l a c it ir c d n a d o o g e h t e v a h o t .
B Theore itca lFramework
ti r C n o n o it p e c r e p ’ s t n e d u t s n o s e s u c o f h c r a e s e r s i h
T ica lReading and
e s r u o c 1 g n it ir
W .There are some theo ire srelated to thi sresearch .They are s e ir o e h t e s o h T . g n i k n i h t l a c it ir c d n a g n i n r a e l d e t a r g e t n i , n o it p e c r e p ’ s t n e d u t s l a c it e r o e h t s i h t n I . h c r a e s e r e h t t u o b a n o it a n a l p x e e r o m e v i g l li w e v o b a r e h c r a e s e r e h t , k r o w e m a r
f t irest or elatet hoset heo irest ot her esearch . g n it ir W d n a g n i d a e R l a c it ir
C 1 coursei sappiled i n the2010/2011ELESP e s r u o c s i h t n I . m u l u c ir r u
c ,t hel ecturer scombinet her eadingandw iritngacitviite s , s e it i v it c a e h t g n i n i b m o c y B . s s a l c e n o o t n
s A . s t c e j b u s o w t e s o h t n i e c it c a r p o t y ti n u tr o p p
o Sintoovongse a ta.l ,state tha t e h t o t g n i n r a e l l u f e s o p r u p d n a l
