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collaborative learning method in improving students’ critical thinking skills see
Appendix A. Wilson and McLean 1994 states , “The questionnaire is a widely
used and useful instrument for collecting survey information” as cited in Cohen, Manion, and Morrison, 2011, p.377. The questionnaire consisted of two open-
ended questions to gather as much information from the students. The first question wa
s “What kinds of difficulties do you have in improving your critical thinking skills in CRW II
class?” The first question aimed to find students difficulties in improving critical thinking skills. The second question wa
s “How does collaborative learning method Group Discussion, Peer Feedback, and Peer
AssessmentScoring when writing argumentative essay help you to improve your critical thinking skills in C
RW II?” The second question aimed to find the use of collaborative learning method in im
proving students’ critical thinking skills.
E. Data Analysis Technique
The research used qualitative and quantitative methods in data collection and analysis. All instruments were used to gather data on students’ difficulties and
the implementation of collab orative learning to improve students’ critical thinking
skills in Critical Reading and Writing II Class of English Language Education Sanata Dharma University. There were two data analysis techniques in this
research: qualitative data analysis to analyze the data gathered from the observation and the open-ended questionnaire; and descriptive statistics to analyze
the numeric data from the writing test. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1. Qualitative Data Analysis
Qualitative data analysis is strongly characterized by text and interpretation. Cohen, Manion, and Morrison 2011 states:
“Qualitative data analysis involves organizing, accounting for and explaining the data; in short, making sense of data in terms of the
participant’ definitions of the situations, noting patterns, themes, categories and regularities” p.537.
Unlike quantitative data analysis, there is no one single or correct way to analyze and present qualitative data because it is heavy on interpretation. A
researcher should abide the issue of fitness for purpose, which is to choose the best way to present and analyse the data based on the research purpose in qualitative
data analysis Cohen, Manion, and Morrison, 2011. The research used narrative discourse analysis as the particular qualitative
data analysis. According to Cohen, Manion, and Morrison 2011, narrative discourse analysis “reports personal experiences or observations and brings fresh
insights to often familiar situations” p.581. As a Kemmis model action research, the researcher analyzed the data in form of narrative discourse by reporting and
interpreting each stage of the action research from the observation sheets: planning, action, observation, and reflection. This type of qualitative data analysis
is strongly interpretative, since it sometimes brings difficulty to separate facts from observations Cohen, Manion, and Morrison, 2011.
2. Descriptive Statistics
Descriptive statistics present and describe scores without making inferences or predictions. The scores is reported, analyzed, and interpreted to get the meaning
