Judul Skripsi: Improving students' critical thinking in reading comprehension through targeted reading thinking activity at SMAN 2 Enrekang. This study aimed to gain insight into the improvement of students' critical thinking in reading comprehension through Directed Reading Thinking Activity (DRTA) in the first grade of SMAN 2 ENREKANG. Based on the findings, it was found that the relevance and accuracy aspects of critical thinking increased significantly.
And the T-test value is higher than the T-table value, the table showed result of 4.722>2.045, it means that there was improvement in the students' critical thinking in reading comprehension before and after gave treatment used narrative text. Based on the explanation, Directed Reading Thinking Activity (DRTA) can improve students' critical thinking in reading comprehension. Erwin Akib, M.Pd, Ph.D., the Dean of the Faculty of Teacher Education and Training, Muhammadiyah University of Makassar.
Ummi Khaerati Syam, S. Pd., M. Pd., Head of Department of English Education, FKIP Muhammadiyah University of Makassar and also to all the lecturers who taught me during my years of study. 40 Table 4.1: Frequency and percentage of students' critical thinking scores according to the relevance of the aspect in the pre-test.
INTRODUCTION
- Problem Statement
- Objective the Research
- Significant of the Research
- Scope of the Research
Critical thinking can be interpreted as a judgment that is logical, reasoned and considered. Critical thinking are competencies that must be trained in students, because these abilities are very necessary in life (Schafersman, 1999 in Arnyana, 2004). The teacher should help students develop critical thinking through various things, including models and learning methods that support students to learn actively.
Dealing with the problem above, the researcher was expected to help the students to improve their critical thinking in reading comprehension by using Directed Reading Thinking Activity (DRTA) strategy. From this explanation, the researcher would like to conduct a research under the title "Improving students' critical thinking in reading comprehension through directed reading thinking activity at SMAN 2 Enrekang." Use of directed reading thinking activity (DRTA) improves students' reading comprehension in terms of critical thinking level at SMAN 2 Enrekang.".
It is expected that the results of this study will be very useful information for reference to teach reading material so that the students' critical thinking is improved with the use of DRTA. The problem focuses on the teaching of English to improve students' critical thinking in reading comprehension through Directed Reading Thinking Activity at first grade in SMAN 2 Enrekang.
REVIEW OF RELATED LITERATURE
Partinent Ideas
- Concept of Reading
- Concept of Reading Comprehension
- Concept of Critical Thinking
- Concept of DRTA
- Concept of Narrative Text
Conceptual Framework
Assess the correct answer of the students in the pre- and post-test using this formula. This section describes the outcome of critical thinking on the reading comprehension test on the pre- and post-test. Based on the data in Table 4.1, the experiment class shows that the score and percentage are a very good rating 2 (6.7%), a good rating, a fairly good rating, a fair rating 7 (23.3%), and no of the excellent classifications.
The following table shows the mean score and standard deviation of the students' pre-test and post-test in aspect relevance. This means that the average score of the post-test is higher than the pre-test (78.57> The students' critical thinking score in accuracy. Based on the table 4.5 The class experiment shows that students obtained excellent classification obtained very good classification obtained good classification obtained fairly good classification achieved, and only 1 (3.3%) students achieved fair classification.
The pre-test and post-test mean scores were different after the treatment was performed. Students' critical thinking score on two aspects of relevance and accuracy before and after the test). Based on the table above, it was found that the students in experimental class 2 (6.7%) had scored a very good classification before the treatment, there were 7 (23.3%) students categorized as good classification, there were 18 (60% ) students categorized as fairly good, 3 (10%) students categorized as fairly well, and none of the students with an excellent rating. 2) The result of the students' critical thinking score on two aspects in the pre-test.
The students' critical thinking ability in terms of relevance is supported by the students' average score in the pre-test, which is higher than the post-test. The improvement of students' critical thinking in terms of relevance can be observed between pre-test and post-test. The student's critical thinking in terms of accuracy is supported by the students' average score in the post-test, which is higher than the pre-test.
The average pre-test score of the students was 66.87 (fairly good classification) becoming 80.43 (very good classification). Based on the above findings, the comparison of students' critical thinking improvement can be proven by analyzing the pre-test and post-test result. Siswa menchari pesan, ide pokok, moral yang kemansang dalam teks legend "the story of lake toba".
Hyphothesis
RESEARCH METHOD
Pre Test
Before the treatment, the students were given a pre-test to know their prior knowledge of critical thinking. In this phase the students read the narrative text and then the students gave some opinions, predictions and judgments about the text.
Treatment
After giving the pre-test, the researcher corrected the treatment for the students using DRTA (Directed Reading Thinking Activity) strategy. The researcher gave students the opportunity to ask questions about things that were not understood about the material or topic.
Post Test
Variable and Indicator
Indicators of the research done by the researcher, students can improve their critical thinking with the DRTA strategy.
Population and Sample
- Population
Data Collection
Data Analysis
In this section, the researcher presents the results of the students' pre- and post-test scores in each aspect of critical thinking. The frequency score and the percentage of students' critical thinking about the relevance and accuracy of the experiment class can be seen in the table. The frequency score and percentage of students' critical thinking about aspect accuracy of the experiment class can be seen in the table.
The following table confirms the students' critical thinking in the reading comprehension score of the students' critical thinking aspect before and after the test. The student's mean pretest score was 63.87 (fairly good ranking) and became 78.57 (good ranking) in the posttest. The result shows that students' average post-test scores improve after treatment.
It can be concluded that Directed Reading Thinking Activity (DRTA) can improve students' critical thinking in reading comprehension.
FINDINGS AND DISCUSSION
Description of students’ critical thinking in
Students’critical thinking score in two aspects in
Tes of significance (T test)
Discussion
- Critical thinking Improvement
Related to Eider and Paul (200:1) say that critical thinking should always refer to and be based on these standards, at least including clarity, accuracy, . relevance, depth, breadth and logic. The students' critical thinking improvement in terms of relevance and accuracy aspects with the result data previously explained in findings and the description of the students' critical thinking between pre-test and post-test. In the relevance aspect, students' statements or answers about narrative text material-related critical thinking are not related to the questions; the answers are also incompatible and less appropriate.
But after applying the treatment, it becomes a good and appropriate statement when answering questions about the narrative text.. b) Improving students' critical thinking in terms of accuracy. The pre-test of students on accuracy is the lack of student statements or answers were quite specific. But after applying the treatment, the student's statement is correct and specific, the answers can be justified.
Therefore, we can conclude that with the activity of directed reading (DRTA) . improve students' critical thinking in terms of reading comprehension accuracy. This is evident from the mean score of the pre-test which was 65.37 (fair classification) became 79.50 (good classification) in the post-test. The differences between the pretest and the posttest can be seen from the mean score.
Using the Directed Reading Thinking Activity (DRTA) to improve students' critical thinking in reading comprehension was very different. Based on descriptive statistics, the pre-test and post-test prove that the post-test is superior. For the future teacher and researcher, it is suggested to give students more activity about critical thinking about terms and accuracy in reading comprehension through the Guided Reading Thinking Activity.
Then the boy cut off all the branches and branches of that apple tree and went away happily.
CONCLUSION AND SUGGESTION
Suggestion
Once upon a time there lived a big apple tree and a boy who liked to play under the apple tree every day. The boy had grown up and no longer played with the apple tree every day. Come over here and play with me," said the apple tree. "I am not a little child playing with the tree again," replied the boy.
But you can cut down all my branches to build your house”, said the apple tree. If you become an apple tree character, whether you want to do the same as the story above.
