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v K R O W F O T N E M E T A T
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K Criitca lReading and
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
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
ll i w s e s n o p s e r e v it i s o
p in lfuence the succes so fC iritca lReading and W iritng 1 .
e s r u o c
Th si researchf ocuse sonhowt hes tudent sperceivedt hei mplementaitono f e h t g n i d u l c n i s i n o it a t n e m e l p m i e h T . e s r u o c 1 g n it ir W d n a g n i d a e R l a c it ir C
,s e it i v it c a s s a l c e h t , e s o p r u
p the mateira s l given in the class ,and the students ’ n
o i s s e r p m
i s toward t hecourse. Based on t hoset heo ire sdiscussed, t heresearche r o
t r e f e r h c i h w s t n e m u rt s n i e h t s t c u rt s n o
c those aspect sto know the students ’ .
8 1
I I I R E T P A H C
H C R A E S E
R METHODOLOGY
l o d o h t e m e h t s e s s u c s i d r e h c r a e s e r e h t ,r e t p a h c s i h t n
I ogyi nconducitng
s i h T . h c r a e s e r e h
t chapte r consist so fresearch method, research setitng,
r a e s e
r ch paritcipant ,s i nsrtument sand data gatheirng t echnique ,dataanalysi s
. e r u d e c o r p h c r a e s e r d n a , e u q i n h c e t
.
A ResearchMethod r e h c r a e s e r e h
T app iled survey research to answe r two research
s n o it s e u
q whichhadbeenstatedint her esearchproblem .D .Ary ,L.C .Jacobs ,
h e i v a z a R . A d n
a (2002 )deifne t “hat survey i sa research t echniquei n which
b d e r e h t a g e r a a t a
d y asking quesiton s o f a group or individual s called
s t n e d n o p s e
r . ”Sincet her esearcheri ntendedt oknowt hepercepitonofELESP
t n e d u t
s s on C iritca lReading andW iritng1 course in the2010/2011 academic
r a e
y ,the survey research w as conducted .According to Fraenke l& Wallen
) 8 0 0 2
( ,“the majo rpurpose o fsurvey i sto descirbe the characteirsitc so fa
. p ( ” n o it a l u p o
p 390 .)
n o d e s a b s n o it s e u q h c r a e s e r e h t r e w s n a o t d e il p p a s a w h c r a e s e r y e v r u S
e m o
s characteirsitcs . Fraenkel & Wallen (2008 ) meniton three majo r
r a h
c acteirsitc so fsurvey research .Frist ,informaiton i sobtained to descirbe
a h c u s s c it s ir e t c a r a h c r o s t c e p s a e m o
o t s n o it s e u q g n i k s a y b d e r e h t a g s i n o it a m r o f n
i the member so ftha tgroup .
, d ri h
T informaitoni scollectedf roms ampleo fpopulaiton( p .390 .)
o t e t a ir p o r p p a s a w y e v r u s , e v o b a s c it s ir e t c a r a h c e h t g n i w e i v e
R be
n a o t d e il p p
a swert her esearchquesiton .sI nt hisr esearch ,ther esearche rwould
e k
il to know students ’opinions da n percepitons on C iritca lReading and
c 1 g n it ir
W ourse .Beside ,s t hei nformaiton wa sgathered by asking quesitons
n o it a l u p o p f o e l p m a s e h t o
t ,which w ere the students o fELESP in the
0 1 0 2 f o r a e y c i m e d a c
a /2011.
e r e w e r e h
T two research quesitonsi n t hi sresearch .The ifrs tresearch
w o n k o t d e d n e t n i s a w n o it s e u
q ELESP students ’ percepiton no C iritca l
e
R ading and W iritng 1 course ni the academicyea ro f2010/2011 in Sanata
. y ti s r e v i n U a m r a h
D The second research quesiton wa sintended to ifnd ou t
s t n e d u t
s ’ suggesti s on to i mprovet he i mplementaiton o fCrtiica lReading and
e s r u o c 1 g n it ir
W .To answe rthose research quesiton sabove ,the researche r
t n e m u rt s n i e h t s a w e i v r e t n i l a n o s r e p d n a e ri a n n o it s e u q d e s
u s oft her esearch.
T eh quesitonnarie w as distirbuted to the 2010/2011 ELESP student s
ti r C d e s s a p d a h o h
w ica lReading and W iritng 1 .Thi squesitonnarie wa s
d e t s i s n o
c o fclosed-ended and open-ended par.t From t he closed-ended patr ,
m r o f e h t n i e l a c S t r e k i L g n i s u a t a d e h t d e t n e s e r p d n a d e t a l u c l a c r e h c r a e s e r e h t
n e p o e h t m o r F . e g a t n e c r e p f
o -ended par,t t her esearche rpresentedthedatai n
. s y a s s e f o m r o f e h
t Beside s quesitonnarie , the researche r used persona l
g n it c u d n o c y B . d e n i a t b o a t a d e h t n e h t g n e rt s o t w e i v r e t n
ti r C n o g n i d n a t s r e d n u d n a s r e w s n a r e p e e d n i a t b o d l u o w r e h c r a e s e
r ica l
e s r u o c I g n it ir W d n a g n i d a e
R fromt her espondents .
.
B ResearchSetitng s a w h c r a e s e r s i h
T conducted in Sanata Dharma Universtiy . The
t c e j b u
s so fthi sresearch were the f uo trh semeste rstudents o fELESP in the
r a e y c i m e d a c
a o f2010/2011. The quesitonnarie was dist irbuted on M ,ay 2 5
. 2 1 0
2 A tfer distirbuitng the quesitonnarie , the researche r conducted an
w w e i v r e t n i e h T . a t a d e h t n e h t g n e rt s o t w e i v r e t n
i a sdonei nt wodays .Thef ris t
n o s a w y a
d June13 ,2012andt hes econddaywa sonJ une14,2012.
.
C ResearchParitcipants t
c e j b u s e h
T so fthi sresearch were the fou trh semeste rstudent so f
P S E L
E in the 2010/2011 academic year . Foutrh semeste r student s w ere
n e s o h
c ast hesubjec toft hisr esearchbecausethestudent shadpasse dC iritca l
g n i d a e
R and W iritng 1 ni thet hrid semester .Hence, of utrh semeste rstudent s
e r e
w considered tha tthey had expeirence the course. Having expeirence sin
ti r
C ica lReadingand W iritng 1 , thef uo trh semeste rstudent so fELESP could
d r a w o t n o it p e c r e p r i e h t e r a h
s the course .In thi sresearch ,the quesitonnarie
s a
w dist irbuted to the student so fCiritca lReading and W iritng 2 ni the
n i r a e y c i m e d a c a 1 1 0 2 / 0 1 0
2 Sanata Dharma Universtiy .The student swere
e r e w e r e h
T fou rparalle lclasse sin C iritca lReading and W iritng 2 .
. D d n a , C , B , A s s a l c e r a y e h
T Each clas sconsiste d o fapproximately 4 5
o s e s s a l c l e ll a r a p o w t k o o t r e h c r a e s e r e h T . s t n e d u t
s fC iritca lReading and
2 g n it ir
W a sthe sample o fthe research .Clas sA and C w ere chosen a sthe
e h t e b o t h c r a e s e r e h t f o e l p m a
s representaitveo fCrtiica lReadingandW iritng
2 students .Thenumbe roft her espondent swas 87 student .s
.
D Instruments andDataGatheringTechnique h
t , a t a d e h t r e h t a g o
T e researche rused the quesitonnarie and an
w e i v r e t n
i ast hei nsrtuments oft her esearch.
.
1 TheQuesitonnaire
r e h c r a e s e r e h t , s n o it s e u q h c r a e s e r d n o c e s d n a t s ri f h t o b r e w s n a o T
d e t u b ir t s i
d thequesitonnarie t o thef uo trh semester fo ELESP studentsi n t he
0 1 0 2 f o r a e y c i m e d a c
a /2011. Fraenkel & Wallen (2008 )states t hat there are
p y t o w
t e so fquesitoni nquesitonnarie ;theyareclosed-endedandopen-ended
. ) 6 9 3 . p
( The fris ttype si closed-ended quesiton swhich are i n the form of
p it l u
m l -echoice .In thi stype o fquesitonnarie ,respondent swli lanswe rthe
, n o it i d d a n I . n e v i g s e c i o h c e h t n o d e s a b s n o it s e u
q respondent sdono tneed ot
n a r i e h t y fi r a l
c swers .The second type i sopen-ended quesiton .s The ils to f
n e p o n i s n o it s e u
q -ended quesiton s wli l allow respondents ’ individua l
.s n o it s e u q e h t d r a w o t s e s n o p s e
r In thi sresearch ,the researcher eu d s both
e s o l
d l u o c h c i h
w tn o be revealed in the quesitonnarie .The researche rused sem i
e h t m o r f n o it a m r o f n i r e p e e d n i a g o t w e i v r e t n i d e r u t c u rt
s interviewees.
e r e M o t g n i d r o c c
A dtihD .Gall ,JoyceP .Gal l&Watle rR .Borg( 2007) ,sem i
e v l o v n i w e i v r e t n i d e r u t c u rt
s s asking aseire so fsrtuctured quesiton sand t hen
n e p o h ti w y l p e e d e r o m g n i b o r
p -form quesiton s to obtain addiitona l
. ) 6 4 . p ( n o it a m r o f n
i In thi sinterview ,the researcher interviewed the same
o r f s t n e d n o p s e
r mC iritca lReadingandWiritng2 ,buti n et h smalle rnumbe ro f
s t n a p i c it r a
p . The interviewee s were chosen based on the resutls o f the
. e ri a n n o it s e u q
.
E DataAnalysisTechnique e r e w a t a d e h
T obtained by dist irbuitng the quesitonnarie and
.s t n e d n o p s e r e h t h ti w w e i v r e t n i n a g n it c u d n o c
.
1 Dataf romtheQuesitonnaire
tr e k i L d e s u r e h c r a e s e r e h t , n o it p e c r e p ’ s t n e d u t s e r u s a e m o
T Scale .The
e g n a r s i h T . e e r g a y l g n o rt s o t e e r g a s i d y l g n o rt s m o r f d e g n a r s e s n o p s e r
. s e s n o p s e r ’ s t n e d u t s f o e e r g e d e h t d e t a c i d n
i Atfe rthe student s iflled the
a t a d e h t d e n i a t b o r e h c r a e s e r e h t , e ri a n n o it s e u
q needed. For t heclosed-ended
,s n o it s e u
q t heresearche rwould know t hedegreeo fstudents ’agreement f or m
e h
t scale ,which were (1 ) srtongly disagree , (2 )disagree ,(3 ) agree ,(4 )
. e e r g a y l g n o rt
s Then ,the researche rcalculated the numbe ro fstudent swho
o t n i d e t n e s e r p d n a s n o it p o e s o h t e s o h
c percenta . ge Theresearche rcalculated
s r e w s n a ’ s t n e d u t
∑𝑋
∑𝑛 𝑥 01 %0
inwhich :
d e s a b s t n e d u t s f o r e b m u n e h T : X
∑ ont hedegreeo fagreement
l l a f o r e b m u n e h T : n
∑ students
m o r
F the open-ended quesitons ,the researche r classiifed students ’
r e w s n
a s related t o et h students ’suggesitons toi mprovethei mplementaiton o f
ti r
C ica l Reading and Wiritng 1 course . Then , the researche r rated the
t s o m e h t e r e w h c i h w s n o it s e g g u
s proposedbyt hestudents .Thedataf romt he
n e p
o -ended quesiton swa spresented i n t het ablet o ease t hereader sread t he
.s tl u s e r
.
2 Dataf romtheInterview
tl u s e r e h t n o d e s a b n e s o h c e r e w s e e w e i v r e t n i e h
T s o f the
e ri a n n o it s e u
q .Theresearche rchose et h student swho had posiitvepercepiton
e v it a g e n d n
a percepiton .Thei nterview wa sdone t o dig out t hei ranswers i n
e ri a n n o it s e u q e h
t .Besides ,the interview wa sdone to verfiy the students ’
. e ri a n n o it s e u q e h t n i s r e w s n
a Indoingtheinterview, t her esearche rused t ape
r e d r o c e
r ast het oolt o obtain t hedata .Then, t he researche rmade a summary
n o i s u l c n o c w e r d d n
a s based on the data obtained .A tfe rtha,t the researche r
d e t s a rt n o c , d e r a p m o
.
F ResearchProcedure
d e d u l c n i h c r a e s e r e h t f o e r u d e c o r p e h
T four step .s They are :(1 )
g n it u b ir t s i D ) 2 ( , n o i s s i m r e p g n i k s
A thequesitonnaire,( 3 )Doingt hei nterview ,
) 4
( Analyzingt hedata,( 5 )Wiritngt her epo tr .
.
1 Askingpermission
n o i s s i m r e p d e k s a r e h c r a e s e r e h
T letterf romt heCharipersono fELESP
n i h c r a e s e r e h t t c u d n o c o
t C iritca lReadingandW iritng2 ,clas sAandclas sC
e h t n
i ELESP .The permission lette rwa sgiven to the lecturer o fC iritca l
2 g n it ir W d n a g n i d a e
R ,clas sAandclas sC
.
2 Dist irbuitngthequesitonnarie
p g n i v a h r e tf
A ermission from the lecturer ,the researche rdist irbuted
e h t o t e ri a n n o it s e u q e h
t fou trh semeste ro fELESP student sin the academic
0 1 0 2 f o r a e
y /2011 ni Sanata Dharma Universtiy . The quesitonnarie was
l e ll a r a p o w t o t d e t u b ir t s i
d classe so fC iritca lReading and W iritng 2 .Before
d e r e w s n a s t n e d u t s e h
t the quesitonnarie , the researche r explained the
f o s n o it c u rt s n
i answeirngthequesitonnariet ot hes tudent .s
.
3 Doing et h interview
r a e s e r e h t , e ri a n n o it s e u q e h t m o r f a t a d g n i n i a t b o r e tf
A che rdetermined
e h t n o d e s a b n e s o h c e r e w s e e w e i v r e t n i e h T . w e i v r e t n i e h t f o s t n a p i c it r a p e h t
e h t g n i z y l a n a y b h c r a e s e r e h t d e u n it n o c d n a e ri a n n o it s e u q e h t m o r f d e n i a t b o
. s g n i d n if
.
4 Analyzing thed ata
g n i n i a t b o r e tf
A thedatabothfromt hequesitonnarieandi nterview,t he
. a t a d e h t d e z y l a n a r e h c r a e s e
r Then ,the researche rpresented the resutls in
. e g a t n e c r e
p The researche r used percentage to help the researche r in
g n it e r p r e t n
i thedat a.Besides ,usingpercentagewould helpt her eaderst or ead
tl u s e r e h
t s o fthe research. Fo rthe interview ,the researche rpresented the
tl u s e
r s int hef ormo fessay .s
.
5 Wiritngt her epo tr
g n i n i a t b o r e tf
A the ifnding sof t he research, t heresearche rwrote t he
7 2
R E T P A H
C VI
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R
r e t p a h c s i h
T present sand discusses t he dataobtained from t he resutls fo
e h t n i d e t a t s s n o it s e u q o w t s r e w s n a r e t p a h c s i h T . w e i v r e t n i d n a e ri a n n o it s e u q e h t
t s ri f e h T . r e t p a h c s i h t n i s n o i s s u c s i d o w t e r a e r e h t , s u h T . n o it a l u m r o f m e l b o r p
n o n o it p e c r e p ’ s t n e d u t s P S E L E t u o b a s i n o i s s u c s i
d C iritca lReadingandW iritng1
e s r u o
c .The second discussion discusse sstudents ’suggesiton sto improve the
ti r C f o n o it a t n e m e l p m
i ica lReadingandWiritng1course.
.
A ELESPStudents ’Percep itononCrtiica lReadingandWri itng1Course s
ri f e h t s r e w s n a t r a p s i h
T tquesiton i nt her esearchproblem .Thereare ifve
s n o it c e s n i a
m whichwli lbediscussedi nt hi spatr ,namelystudents ’percepitonon
e r p e h t , s e it i v it c a e h t , e s o p r u p e h
t -acitviites , the whlis t acitviites , the post
-,s e it i v it c
a da n generali mpressions fo thestudent sonC iritca lReadingandWriitng
e s r u o c
1 .
.
1 Students ’Percep itonont hePurposeo fCRW1 d
e t u b ir t s i d r e h c r a e s e r e h
T et h quesitonnarieto know how t herespondents
f o e s o p r u p e h t d e v i e c r e
p CRW 1 course in helping them in thinking c iritcally .
d e s o l
C -ended quesiton s were asked to measure the respondents ’ degree o f
d r o t n e m e e r g
a isagreemen ttoward the statement ,wh lie open-ended question s
s t n e d n o p s e r e h t w o n k o t d e k s a e r e
w ’ opinion s and reason s o f cetrain
s e d i s e B . s e r u t a e f e ri a n n o it s e u
h ti w w e i v r e t n
i et h respondents of t he research .The interview wa saimed to dig
n i e r o m t u
o formaitonr elatedt oCRW1course .
d e s a
B on the data obtained , i t w as shown tha t the majortiy o f the
e R l a c it ir C f o e s o p r u p e h t n o n o it p e c r e p e v it i s o p d a h s t n e d n o p s e
r ading and
e s r u o c 1 g n it ir
W .I tcanbes een i Tn able4.1.
1 . 4 e l b a
T Students ’Percep itonont hePurposeo fCRW1 .
o
N Statements Srtongly e e r g a s i
D Disagree Agr ee SArtognregely .
1 C iritca lReadingand e m e v a g e s r u o c 1 g n it ir W
. g n i d a e r n i s e s i c r e x e e r o m
2 ) % 6 5 . 2
( (23.1 087%) (41.3 022%) (332 .363%)
.
2 C iritca lReadingand e m e v a g e s r u o c 1 g n it ir W
. g n it ir w n i s e s i c r e x e e r o m
0 ) % 0 0 . 0
( (8.97 7%) (33.2 363%) (574 .659%)
.
3 C iritca lReadingand d e p l e h e s r u o c 1 g n it ir W
d e s a b y ll a c it ir c k n i h t o t e m
. n e v i g e g a s s a p e h t n o
0 ) % 0 0 . 0
( (8.97 7%) (55.4 132%) (352 .889%)
1 . 4 e l b a T n o d e s a
B ,i twa sclea rthat 33.33% o fthe tota lrespondent s
1 W R C t a h t d e e r g a y l g n o rt
s gavethestudent smoreexercisesi n r eading ,41.02%
f
o et h respondent sagreed ,23.07% fo et h respondent sdisagreed ,and2.56%of the
tl u s e r e h t p u m u s o T . t n e m e t a t s e h t h ti w d e e r g a s i d y l g n o rt s s t n e d n o p s e
r s ,74.35%
f
o et h tota lrespondent shad posiitve percepiton on the statement tha tCRW 1
e s r u o
c gavet hemmoreexercisesi nr eading .
, t n e m e t a t s d n o c e s e h t r o
F 57.69%oft herespondent ssrtongly agreed t ha t
e s r u o c 1 W R
C gave et h student smore exercise sin w iritng ,33.33% fo et h
% 7 9 . 8 , d e e r g a s t n e d n o p s e
s t n e d n o p s e
r srtonglydisagreedwtiht hes tatement .Fromt hedatapresented,i twa s
n e e
s tha tthe majortiy o fthe respondent sagreed tha tCRW 1 course gave them
. g n it ir w n i s e s i c r e x e e r o
m To sumup ther esutls ,91.02%of et h totalr espondent s
. t n e m e t a t s e h t h ti w d e e r g
a I t could be concluded tha t the majortiy o f the
. e v o b a t n e m e t a t s e h t n o n o it p e c r e p e v it i s o p d a h s t n e d n o p s e r
s a w e ri a n n o it s e u q e h t n i d e t a t s r e h c r a e s e r e h t e s o p r u p t s a l e h
T whethe r
e s r u o c 1 W R
C phel edthestudents tot hinkciritcallyt hroughthepassages given in
s s a l c e h
t .Ther esu tls showe d tha t35.89%o eft h respondent ssrtonglyagreed t ha t
1 W R
C helped t hestudentsto t hink ciritcally, 55.12%of et h respondent sagreed ,
% 7 9 .
8 fo the respondents disagreed , and none o f the respondent s srtongly
a s i
d greed wtih the statement .I tcould be concluded that et h respondent sha d
o n o it p e c r e p e v it i s o
p n the purpose o fCRW 1 course ,which wa sto h eelp t h
. y ll a c it ir c g n i k n i h t n i s t n e d u t s
t b o s a w g n i d n if r e h t o n
A ained by the researche r from open-ended
d n o p s e r e h t d e k s a r e h c r a e s e r e h T . s n o it s e u
q ent swha tbenef etis t h respondents
d e v e i h c
a fromCRW1course .Thi squesitonwasaskedt os ees tudents ’percep iton
1 W R C f o e s o p r u p e h t n
o . Based on data classi ifcaiton from open-ended
, s n o it s e u
q the majortiy o fthe respondent ssaid tha tCRW 1 helped them to
ll i k s g n i d a e r d n a g n it ir w r i e h t e v o r p m
i s .Besides ,CRW1 helpedtherespondents
ir a v n o l a c it ir c e r o m e b o
t ou stopic sand reading s tisefl .The answers fo the
s t n e d n o p s e
4 e l b a
T . 2TheResul to fOp -en endedQuesitonnaireont hePurpose fo CRW1
s t n e m e t a t
S Numbero f
Paritcipants Perc(%en)tage f
e n e b t a h
W ti sdidyougetf romCRW1? .
a CRW1helpedmet oimprovemyw iritngand .s
ll i k s g n i d a e
r 3 5 44.87
.
b CRW1 helpedmet obemoreciritca lonvairou s .
y ll a c it ir c k n i h t o t ,s g n i d a e r ,s c i p o
t 2 9 37.1 8
.
c CRW1helpedmet oge tmanyknowledgef rom s
e l c it r a r o / d n a s e l c it r a g n i d a e
r 5 6 .41
.
d CRW1mademeaccustomedt owrtieand/orr ead .
e g a s s a p t l u c if fi
d 4 5.13
.
e CRW1helpedmet omakegoodpresentaitonand tf
a r d d n a e n il t u o r o
/ . 3 3.85
.f Plenty 1 1 .28
.
g Thel ecture r if tme .Shealway sgive sgood .
e m d r a w o t n o it a u l a v
e 1 1 .28
4 e l b a T n o d e s a
B .2, i twascleart hatt hemajortiy oft herespondentssaid
t a h
t CRW1 coursehelped them to i mprovet hei rw iritng and reading ,by having
c e s e h T . % 7 8 . 4
4 ond beneif tthe respondents obtained w as tha tCRW 1 helped
m e h
t to be more ciritca lor to t hink ciritcally ,by having 37.18% .Besides t hose
,s ti f e n e b o w
t 6.41%oft herespondentss aidt hatt heriknowledgewasi ncreasedby
i d a e
r ng many aritcle sin the class ,5.13% o fthe respondent ssaid tha tCRW 1
e s r u o
c made them accustome d to wrtii ng and/o rreadi ng dfi ifcul tpassage ,and
d o o g e k a m o t w o h n r a e l d l u o c y e h t t a h t d i a s s t n e d n o p s e r e h t f o % 5 8 . 3
. tf a r d d n a e n il t u o r o / d n a n o it a t n e s e r p
e h t g n it u b ir t s i d s e d i s e
B quesitonnarie , the researche r conducted na
h ti w w e i v r e t n
i therespondent soft he research .This i nterview wa saimed t o dig
m r o f n i e r o m t u
o aitonr elatedt ot hebenefti so fCRW1course .Oneoft hebeneftis
h c i h
informaiton to them .They saw that ciritca lthinking in C iritca lReading and
s a w 1 g n it ir
W very beneifcia lto them .Then ,through the organizaiton o fthe
e h t d e l t I . d e t e r p r e t n i d n a d e z i n a g r o e r e w s g n il e e f ’ s t n e d n o p s e r e h t , il u m it s
s o p r u p e h t n o n o it p e c r e p d n a n o i n i p o ’ s t n e d u t
s eo fC iritca lReadingandW iritng1
. e s r u o c
.
2 Students ’Percep itonont heAcitvi iteso fCRW1 ti
r
C ica lReading and Wiritng 1 course ist hei ntegraiton between reading
ll i k s g n it ir w d n
a s .Fort hatr eason,t heres houldber eadingandw iritngacitviite sin
s i h
t class .Since CRW 1 course i snewly app iled in the ELESP curirculum ,the
m a r g o r p y d u t
s stli l searche s fo r the su tiable acitviite s which should be
W R C n i d e t n e m e l p m
i 1 .Fu trhermore, the duraiton o fthe course made t he
s t n e d u t
s bored and tried .Therefore ,t he clas sacitviite sin CRW 1 should be
e h t f o s s e c c u s e h t t r o p p u s o t d e r e d i s n o
c learning proces sin the class . The
d i v i d e b l li w d e s s u c s i d s e it i v it c
a ed into three pa trs ,namely pre-acitvtiy ,whlis t
t s o p d n a , y ti v it c
a -acitvtiy .
s t n e d u t s w o n k o
T ’ percepiton on the acitviite sin general ,the researche r
d e t u b ir t s i
d et h quesitonnarie to the respondents o fthe research. Based on the
tl u s e
r s fo the quesitonnarie ,the student shad posiitve percepiton on the clas s
1 W R C n i s e it i v it c
a .Themajortiyoft herespondent sagreedt ha tclas sacitviitesi n
.s u o ir a v e r e w 1 W R
3 . 4 e l b a
T Students ’Percep itonont heAcitviite so fCRW1 .
o
N Statement s Srtongly e e r g a s i
D Disagree Agree SArtognregely .
4 Clas sacitviitesi nC iritca l e r e w 1 g n it ir W d n a g n i d a e R
.s u o ir a v
1 ) % 8 2 . 1
( (19.1 253%) (554 .132%) (24.1 395%)
.
5 Theacitviite sallowed y ll a u d i v i d n i k r o w o t s t n e d u t s
.s s a l c e h t n i
0 ) % 0 0 . 0
( (6.45 1%) (584 .967%) (34.2 671%)
.
6 Theacitviite sallowed n i s p u o r g n i k r o w o t s t n e d u t s
.s s a l c e h t
0 ) % 0 0 . 0
( (25.2 604%) (322 .055%) (42.3 330%)
.
7 Readingandw iritngacitviite s l a c it ir C n i d e c n a l a b e r e w
. 1 g n it ir W d n a g n i d a e R
4 ) % 2 1 . 5
( (30.2 746%) (503 .090%) (14.1 110%)
d l u o c t
I beseen from Table 4.3 t hat 24.35% of t herespondent ssrtongly
% 2 1 . 5 5 d n a d e e r g
a oft he respondent sagreed wtih t ha tstatement .By adding t he
t a h t d e n i a t b o s a w t i , d e e r g a d n a d e e r g a y l g n o rt s o h w s t n e d n o p s e r e h t f o r e b m u n
% 7 4 . 9
7 o fthe respondent shad posiitve percepiton on the statemen ttha tclas s
ti v it c
a i ie s nCRW 1werevairous .On t heothe rhand, 19.23%oft her espondent s
% 8 2 . 1 e li h w , d e e r g a s i
d oft he respondentssrtongly disagreed wtih t hestatemen t
. e v o b a
ti v it c a s s a l c e h
T ie s in CRW 1 also allowed the student s to work
i d n
i vidually in the class .I twas rp oven by the posiitve percepiton which the
d e v i e c r e p s t n e d u t
s no thiss tatementbyhaving93.58%f romt het otalr espondents .
f o s tl u s e r e h t n o d e s a
B the quesitonnarie ,34.61% o fthe respondent ssrtongly
d e e r g a s t n e d n o p s e r e h t f o % 7 9 . 8 5 d n a d e e r g
a wtih t he statemen tabove .On t he
, d n a h r e h t
o 6.41% o fthe respondents disagreed and none o fthe respondent s
d n a g n i d a e r e h t t a h t d e c n e ir e p x
e w iritng acitviite swereno tbalanced .According
, r e h / m i h o
t the clas sacitviite sin C iritca lReading and Wiritng 1 were om re
.l li k s g n it ir w n o d e s u c o
f
Thequesitonabou tclas sacitviitesi n CRW 1 sw oa a ls asked i nt heopen
-t s e u q d e d n
e ions .Theresutl sshowed t hat38.46%oft he respondentsf etlt hatt he
. e l b a tt e g r o f n u d n a , e l b a r o m e m , l u f e s u , g n i z a m a , g n it s e r e t n i , n u f e r e w s e it i v it c a
, n e h
T 14.10%oft her espondent ssaidt hatt heacitviite sweregood ,nice ,andt hey
s it a s e r e
w ifed wtih the clas sacitviites. Fu trhermore ,10.25% o fthe respondent s
d l u o c y e h t t a h t d i a
s follow the acitviite sin CRW 1 .The othe r8.98% o fthe
u o ir a v e r e w s e it i v it c a e h t t a h t d e e r g a s t n e d n o p s e
r s ,whliet he othe r8.98% oft he
s t n e d n o p s e
r fel ttried wtih the acitviites .Then ,19.23% o fthe respondents said
it c a e h t t a h
t viite swerebo irng, t oomonotonous ,and no tvairedenough .Table4. 4
s
i presentedt oeaset her eadersi nr eadingt her esutl sofopen-endedquesiton .s
4 e l b a
T . 4TheResul to fOpen- den edQuesitonnaireont heAcitvi ites f
o CRW1 o
b a l e e f u o y o d w o
H utt heacitviitesi nCRW1? t
n e m e t a t
S Numbero f
Paritcipants Perc(%en)tage .
a Theacitviite sweref un,i nteresitng ,amazing , . e l b a tt e g r o f n u d n a , e l b a r o m e m , l u f e s
u 3 0 38.46
.
b Bo irng ,monotonou sacitviites( presentaiton) , .
s e it i v it c a s u o ir a v o n e r e w e r e h
t 1 5 19.23
.
c Theacitviite sweregood ,nice ,andsaitsifed. 1 1 14.10 .
d Icouldenjoyt heacitviitesi nCRW1. 8 10.25 .
s s a l c e h t n o n o it p e c r e p e v it i s o p d a h e h s / e h , s e it i v it c a s s a l c e h t d e y o j n e e h s / e h
. e s r u o c 1 g n it ir W d n a g n i d a e R l a c it ir C n i s e it i v it c a
f s g n i d n if e h t n o d e s a
B rom both the quesitonnarie and et h interview ,i t
d l u o
c beseent ha tmos toft her espondent shadposiitvepercepiton on t hegenera l
1 W R C n i d e il p p a s e it i v it c
a .However ,almos thal foft her espondentsf etlt hatt he
1 W R C n i s e it i v it c
a were no tbalanced ,boring ,and monotonous .Besides ,the
e s r u o c e h t f o n o it a r u
d am det hemtriedandbored. Ther espondent saddedt hatt he
e s r u o c e h t f o n o it a r u
d affected t hei rconcenrtaiton i nt heclas .sI twa sno teasy t o
s r u o h 5 . 3 k o o t h c i h w s s a l c a n i n o it a rt n e c n o c r i e h t p e e
k .Usually,i nt hemiddleo f
e h t g n i w o ll o f n i e t a rt n e c n o c o t d r a h d e ir t d n a y p e e l s t l e f s t n e d n o p s e r e h t ,s s a l c e h t
.s e it i v it c a s s a l
c
.
a Students ’Percep itonont hePre- tAciviitesinCRW1 n
e tt ir w s
A abovet ha tclas sacitviite splay na impo trantr olei n et h learning
f o s s e c o r
p CRW 1 .The acitviite swli lbe divided into there main patrs ,which
e r e
w ep - itr ac vtiy ,wh lis tacitvtiy ,andpost-acitvtiy. I n t hi sseciton,t her esearche r
t d e s u c o
f he ifnding son t he students ’percepiton on t he ep -r acitviites i n CRW 1
. s s a l c
1 W R C n
I ,the lecture rused free w iritng a sthe warming up acitvtiy .I n
e h t , g n it ir w e e r
f student scouldwrtieanythingthey wantedt owrtiei nt hef ormo f
y r a i
d .Fu trhermore ,thestudent swereallowed t o wrtie nonscienitifct opi c in t hi s
y ti v it c
a . From the closed-ended statements in the quesitonnarie , the resutl s
w o h
s e d tha tthe numbe ro fhigh perceiver swere pretty high .The resutl so fthe
ri a n n o it s e u
s t n e d n o p s e
r agreedt hatf reew iritngwa seffecitvea swarming up acitvtiy. Seeing
i , e v o b a s tl u s e r e h
t twascleart hatm ostoft her espondents(93.58%)hadposiitve
. e v o b a t n e m e t a t s e h t n o n o it p e c r e p
d ri h t e h
T statement w as related to the topic sgiven in the class .The
r e h c r a e s e
r intended to know whethe rthe topic swere interesitng and real-lfie
d e s o l c e h t m o r F . s m e l b o r
p -ended statementi n the quesitonnarie, i twas obtained
% 1 6 . 4 3 d n a d e e r g a y l g n o rt s s t n e d n o p s e r e h t f o % 9 6 . 7 5 t a h
t o fthe respondent s
n e m e t a t s e h t h ti w d e e r g
a tt hatt het opicsi n CRW1 werei nteresitngand r eal- lfie
d n a h r e h t o e h t n O . s m e l b o r
p ,7.69% o fthe respondent sdisagreed and none o f
y l g n o rt s m e h
t disagreedwtiht hestatementabove.I n conclusion,i twascleart ha t
m o r f % 0 3 . 2 9 g n i v a h y b , t n e m e t a t s e h t h ti w d e e r g a s t n e d n o p s e r fl a h n a h t e r o
m et h
.s t n e d n o p s e r l a t o t
.
b Students ’Percep itonont heWhlis tAcitviitesinCRW1 r
e tf
A doingt hef reew iritng,t hes tudent smovedt ot hemainacitviites .The
e l c it r a e h t d a e r s t n e d u t
s sr elatedt ot het opicgivenanddid t hepresentaiton .Then ,
g n i k a m y b g n it ir w r i e h t e r a p e r p d l u o w s t n e d u t s e h
t na outilneoft hei rwiritng. I n
s e it i v it c a e s o h
t above,t hel ecturer’sr olewa sneeded .Thel ecturers houldf aclitiate
. s e it i v it c a e h t g n i o d n i s t n e d u t s e h t
d e k s a t n e m e t a t s t s ri f e h
T the respondentswhether t hel ecture rfaclitiated
m e h
t in r eadingacitviites .Ther esutl sshowed29.48%oft her espondentssrtongly
d n a d e e r g
a 52.56% of t herespondents agreed .On t heothe rhand ,15.38%oft he
s t n e d n o p s e
r disagreed and 2.56% of t he respondents srtongly disagreed wtih t he
tl u s e r e h t g n i e e S . t n e m e t a t
e l b a
T 4.7Students ’Percep itonont hePost-Ac itviite so fCRW 1
. o
N Statement s Srtongly e e r g a s i
D Disagree Agree SArtognregely .
5
1 Thel ecture rgaveme
. n o it a t n e s e r p e h t n o k c a b d e e
f (0.00 0%) (1.21 8%) (29.2 438%) (695 .243%) .
6
1 Peerf eedbackhelpedmet o .
g n it ir w y m e s i v e
r (0.00 0%) (3.83 4%) (32.2 055%) (645 .100%) .
7
1 Thel ecture rgaveme e h t o t d e t a l e r s t n e m n g i s s a
. c i p o t
0 ) % 0 0 . 0
( (8.97 7%) (48.3 781%) (423 .330%)
if e h
T rs tstatemen twa sintended to ask whethe rthe lecture rgave the
s t n e d u t
s feedback on the presentaiton which could improve students ’
e c n a m r o f r e
p s. Ther esutl sshowed t hat98.71%oft het otalr espondent sperceived
k c a b d e e f s ’ r e r u t c e l e h
t related to the presentaiton .The resutl sobtained from
f o r e b m u n e h t g n i d d
a agreemen t on that statement . The resu tls o f the
e ri a n n o it s e u
q showedt ha t69.23%oft her espondent ssrtonglyagreed and29.48%
s t n e d n o p s e r e h t f o % 8 2 . 1 , d n a h r e h t o e h t n O . d e e r g a m e h t f
o disagreed whlie
. t n e m e t a t s e h t h ti w d e e r g a s i d y l g n o rt s m e h t f o e n o n
m e t a t s d n o c e s e h
T e sntw a related ot thepeerf eedbackwhichwa sdoneby
. s t n e d u t s e h
t Thes tatemen twa saimedt oknowwhethert hes tudent sperceivedt he
f o n o it c n u
f peerf eedbackeffecitvely .Ther esutl softhequesitonnaries howe dtha t
, d e e r g a s i d s t n e d n o p s e r e h t f o % 4 8 .
3 andnoneoft hems rtonglydisagreedt ha tpee r
m e h t f o % 0 1 . 4 6 , d n a h r e h t o e h t n O . g n it ir w r i e h t e s i v e r o t m e h t d e p l e h k c a b d e e f
% 5 0 . 2 3 , d e e r g a y l g n o rt
s oft hemagreed. sBa ed ont he ifnding sabove,i tcould be
s t n e d n o p s e r e h t f o t s o m t a h t d e d u l c n o
c had posiitvepercepiton on t hestatement
r p m i o t l u f e s u s a w k c a b d e e f r e e p t a h
t ove t hei rw iritng ,by having 96.15% from
d ri h t e h
T statemen tstated whethe rthe lecture r gave the assignments
c i p o t e h t o t d e t a l e
r to the students . Assignment s were impo tran t a s the
f o n o it a u n it n o
c the learning proces sin the class .Based on the resutl sof the
e ri a n n o it s e u
q , 42.30% o f the respondent s srtongly agreed , 48.71% o f the
s t n e d n o p s e
r agreed , 8.97% o f the respondent s disagreed , and none o fthem
g a s i d y l g n o rt
s reed tha tthe lecture rgave the student sassignment srelated to the
1 9 , p u m u s o T . c i p o
t .01%oft her espondent shadposiitvepercepitonr elatedt ot he
e v o b a t n e m e t a t
s .
.
3 Students ’GeneralI mpressions o fCRW1 a
c it ir
C lReading and W iritng 1 wa snewly appiled in the 2010 ELESP
s a l c s i h t n I . m u l u c ir r u
c s ,reading and w iritng acitviites w ere integrated i nto one
tI . s s a l
c took four cred ti swhich bored the students someitme .s In thi spatr ,the
s e
r earcher intended t o know general i mpressions of t he students t oward Crtiica l
e s r u o c 1 g n it ir W d n a g n i d a e
R .
e h t w o h w o n k o t t n a tr o p m i e r e w s 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 e h T
e s e h T . 1 g n it ir W d n a g n i d a e R l a c it ir C f o n o it a t n e m e l p m i e h t d e v i e c r e p s t n e d u t s
r p r e t n i o t m e h t d a e l d l u o w s n o i s s e r p m i ’ s t n e d u t
s e tthei rfeeilng sand opinions .
d e v i e c r e p y e h t r e h t e h w s t n e d u t s e h t e c n e u lf n i d l u o w s n o i s s e r p m i e s e h t ,s e d i s e B
. y l e v it a g e n r o y l e v it i s o p 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
w o n k o t d e d n e t n i t n e m e t a t s t s ri f e h
T whethe rthe students tlf e saitsifed
e h t h ti
w acitviitesi nCRW1 .Ther esearche robtainedthe ifnding sbydistirbuitng
e h
’ s t n e d u t S 8 . 4 e l b a
T GeneralI mpressions o fCRW 1 .
o
N Statement s Srtongly e e r g a s i
D Disagree Agree SArtognregely .
8
1 If etls aitsifedwtiht he g n i d a e R l a c it ir C n i s e it i v it c a
. 1 g n it ir W d n a
0 ) % 0 0 . 0
( (3.83 4%) (433 .458) (52.4 516%)
. 9
1 I couldparitcipatei nt heclass g n i d a e R l a c it ir C n i s e it i v it c a
. 1 g n it ir W d n a
0 ) % 0 0 . 0
( (2.52 6%) (675 .934%) (29.2 438%)
. 0
2 Icouldmaintainmy r u o h 5 . 3 n o n o it a rt n e c n o c
. n o s s e l
5 ) % 1 4 . 6
( (38.3 406%) (443 .857%) (10.8 25%)
% 6 5 . 2 5 , d e n i a t b o a t a d e h t n o d e s a
B o fthe respondents srtongly agreed ,
% 8 5 . 3
4 oft her espondent sagreed ,3.84% oft her espondent sdisagreed ,and none
y l g n o rt s m e h t f
o disagreed wtih the statement .I tcould be concluded tha tthe
s t n e d u t s e h t f o y ti r o j a
m weresaitsifed wtih t heacitviitesi nCRW1.I twasshown
.s t n e d n o p s e r l a t o t e h t m o r f % 4 1 . 6 9 g n i v a h y b , t n e m e e r g a f o r e b m u n e h t y b
h
T esecond statementstated whethert hestudent scould paritcipateont he
. 1 W R C n i s e it i v it c a s s a l
c A tfe rdistirbuitngt hequesitonnarie,i twa sobtainedt ha t
s t n e d n o p s e r e h t f o % 6 5 .
2 disagreed ,noneoft hem srtonglydisagreed ,29.48% fo
s t n e d n o p s e r e h
t rts ongly agreed ,67.94%oft her espondentsagreed. aB sedont he
d l u o c t i , e v o b a s tl u s e
r be concluded tha tthe majortiy o fthe student scould
n i e t a p i c it r a
p theclass ’acitviitesi nCRW1. I twasshown by t henumbe ro fhigh
r e v i e c r e
p s ,whichwas97.42%.
e h
T th rids tatemen twasrelatedt ot heduraitono fCRW1 .Ass tatedbefore
e s r u o c e h t t a h
t took four credtis .I tmeanst hatt he studen tshould bei n t heclas s
. h g u o h t ,s s e c o r p g n i n r a e l e h t t c e f f a d l u o w s s a l c e h t f o n o it a r u d e h T . s r u o h 5 . 3 r o f
t n e m e t a t s s i h t n
e c n o c r i e h t n i a t n i a
m nrtaiton in a 3.5 hours ’ lesson .The resutl sshowed tha t
y l g n o rt s s t n e d n o p s e r e h t f o % 1 4 . 6 d n a , d e e r g a s i d s t n e d n o p s e r e h t f o % 6 3 . 8 3
o e h t n O . t n e m e t a t s e h t h ti w d e e r g a s i
d the rhand ,10.25% o fthe respondents
% 7 8 . 4 4 , d e e r g a y l g n o rt
s oft herespondent sagreed .I twasi nteresitng t o ifnd ou t
r e v i e c r e p w o l f o r e b m u n e h t t a h
t s wa squtie high compared to t he resutlsi n t he
s t n e m e t a t s s u o i v e r
p .
r e h c r a e s e r e h t , e v o b a t c a f e h t d n i h e b n o s a e r e h t w o n k o t r e d r o n I
d e t c u d n o
c a n interview wtih the respondent s o f the research . From fou r
s t n e d n o p s e
r ,r espondentsA ,B ,and Cagreedthatt heduraitoni n CRW1 affecte d
s e c o r p g n i n r a e l e h
t sin the class .The student sbecame bored easliy. Besides ,i t
e h t r o f d r a h y r e v s a
w studentst omaintainthei rconcenrtaitoni n3.5hours ’lesson .
t n e d n o p s e r , r e v e w o
H D fel ttha tthe duraiton wa sno ta problem to her .She e/ h
e h s t a h t d i a
s / hecouldf o llowt hel esson,s tiitngi nt hes ameclassf o r3.5hours .
e u q h t o b m o r f s tl u s e r e h t g n i e e
S sitonnarie and interview ,i tcould be
h t f o % 2 1 . 5 5 t a h t d e d u l c n o
c er espondent shadposiitvepercep itonontheduraiton
1 W R C n i s s a l c e h t f
o .I twa sobtainedby calculaitngt henumbe ro frespondents ’
t n e m e t a t s t a h t n o t n e m e e r g
a .However ,the numbe ro flow perceivers wa squtie
. h g i
h Theresutl sshowed t hatalmos thafl oft he respondent ssaid t hatt hey could
t o
n maintain t hei rconcenrtaiton i n 3.5 hour .s I twa sproven by t he resu tl soft he
quesitonnariewhich r eached44.87%f rom et h totalr espondent .sAccordingt ot he
t ,s t n e d n o p s e
r he duraiton ofthe clas swast oo l ong and made t hestudent sbored
n o it a rt n e c n o c g n i n i a t n i a
M i na3.5hours ’lessonwa soneo fthedfiifculite s
e h
t students faced in CRW 1 course. Beside smaintaini ng thei rconcenrtaiton ,
n i d e c a f s t n e d n o p s e r e h t s e it l u c if fi d r e h t o e m o s e r e w e r e h
t tha tcourse .In the
n e p
o -endedquesiton ,st her esearche raskedwha td fiifculite sthestudentsf aced i n
1 W R
C .Thes tudents ’answersarepresented inTable4. 9below.
e l b a
T 4 9. TheResul to fOpen-endedQuesitonnaireont heDfiifculite s 1
W R C n i d e c a F s t n e d u t S l
u c if fi d t a h
W ite sdidyouf acei nCRW1? t
n e m e t a t
S Numbero f
Paritcipants Perc(%en)tage .
a Avoidboredom,t ried ,and/o rmaintain the .
n o s s e l r u o h 5 . 3 n o n o it a rt n e c n o
c 2 2 28.20
.
b Star twiritng( ifndingt opicf o rw iritng ,making , y a s s e e h t n i e c n e t n e s c i p o t d n a d n u o r g k c a b
.) e n il t u o g n i p o l e v e d
7
1 21.80
.
c Findt her eferences ,aritclesf o rpresentaiton a
l e r h c i h w g n i d a e r r o / d n
a tedt ot het opic . 1 5 19.23 .
d Toomanyassignments 8 10.25 .
e Applyciritcalt hinkingi nw iritng,t hink .
y ll a c it ir
c 5 6 .41
.f Understandingt hearitclesi nr eading 5 6 .41 .
g Nodfi ifculites 4 5 .13
.
h Theclas swasi nt hemorning( 7a.m). 2 2 .57
tI could beseen clealry from Table4.9 thedfiifculiteswhich thestudent s
n i d e c a
f the class .Mos to fthe student shad dfi ifculite sin maintaining thei r
n i n o it a rt n e c n o
c a3.5 hours ’lesson .Fromtheopen-endedseciton ,21.80%oft he
d n u o f s t n e d u t
s d fiifcu tly when t hey rs tta ed t o wrtie, i ncluding ifnding t he t opic ,
. e n il t u o g n i p o l e v e d d n a , d n u o r g k c a b g n i k a
m Then, 19.23% o fthe student shad
r p e h t r o f g n i d a e r r o / d n a s e c n e r e f e r e h t g n i d n if n i y tl u c if fi
d esentaiton a sthe
. y ti v it c a g n i d a e
