112 able to put things together to create arguments. However, other students were not
yet able to synthesize the information they gained to support one single idea. Based on the interview with 7 respondents, the researcher also found out the
same result. Some of the respondents were able to connect, synthesize, and transform the information to support their arguments but the other were still not
yet able to do it. Then, two out of seven respondents stated that while composing comment on one point they got from the reading, they firstly connected the point
to their experience and to what happened in the real world. Then, they tried to find the connection of it and related it to their topic. Next, they transformed the
information they got from connecting and synthesizing between the point and the real world into their writings. On the other hand, three out of seven respondents
stated that they connected the point to what happened in the real world but they did not synthesize or transform the information they gained. Next, two out of
seven respondents stated that they did not even connect the information they got.
4.3.5 Readers’ Innovative Thinking
Critical Reading and Writing 1 class CRW 1 enabled the students to make reflection on not only what they read and write but also what happened in their
surroundings. Theoretically, as proposed by Knott n.d., critical reader is reader who possesses the ability on analysis, evaluation, and interpretation of the text.
The ability to interpret covers the ability to connect the information provided, synthesize the information to support one point, and transform the information
into bigger point, as it is discussed on previous point. The ability to analyze and
113 evaluate the content of the article covers the ability to activate critical thinking
towards what is presented. The interpretation and critical thinking inside critical reading and writing is
the bridge to the higher level of reading. According to Rosales et al. 2010, students who have advanced ability in reading and critical thinking will be more
open-minded towards new ideas and perspective which enable them to come to the advanced level of reader. Rosales et al. 2010 propose two abilities that an
advanced level of reader should possess; critical thinking and reflective mind. The students in Critical Reading and Writing 1 class CRW 1 have already developed
their critical thinking as they exposed to the articles. It shows that the students learned to develop their ability to be critical thinker on what happened around
them as well as to be open-minded towards the developments and new ideas around them. From the data gained through research conducted by the researcher,
critical readers who naturally would continue to develop their ability to be advanced readers are those who are not afraid of innovation, instead they are
encouraged to be innovative thinker towards the situation or issue around them. The innovative thinking built by the critical readers is elaborated in the following.
Based on the data gained from the observation, the researcher found out that the students really paid attention to the topic that they figured out when they read
some articles. In the presentation session, when the students had to present their topic, the researcher observed that the students tried to propose something new
regarding their topics. The students presented their topic on high self-esteem. They also presented rich information on why someone should have high self-
114 esteem. They also related the case to the teenagers’ or even adults’ cases that
undergo traumatic experience and how this high self-esteem helps them to recover from traumatic experience.
Based on the data from questionnaire distribution, the researcher found out that the students reflect on what they gained from reading to the real examples
they found on their surroundings. The statement part C number 10 states that the students reflect on what happened in the real world when they connect the
information they got to the real examples.
Table 4.14 Students’ Reflective Mind on Issues Presented and Ability on Synthesizing the Information in the Text
No Implication
Statement Percentage
C.10 Reflective mind and
Synthesizing In your writing section, you reflect on what
happened in the real world when you connect the information you got to the real
examples. 60.7
The questionnaire is attached on the appendices Based on the data gained from interview with the lecturer, the researcher
found out that the students always did interpreting after they read the article. The lecturer stated that she asked them to make one concluding paragraph. This
paragraph showed how they could interpret the message in which they could see what is beyond the article. The students were encouraged to be critical on why the
article is here. Based on the data gained from the interview with 7 respondents the researcher found out that the students is trying to be reflective-minded and
innovative thinker. The students stated that they were also selective in choosing the information they needed to support the ideas and issues they wanted to
introduce. The students also paid attention to the source of the information. They
115 stated that they would take the information from the sources that they think are
trustable. They stated that they would not take information merely from blogs or articles whose authors were unknown. They prefer to take information from the
sources that the author is an expert on its field of specialism or the professional. From the interview, the researcher also found out that the reflection the
students made did not only stop on reflecting the issue to what happened in the real world. They were also encouraged to see something in the future that they
should cope with. Thus, they started to have the innovative thinking. The students stated that when they reflected on what they have read, they reflected it to
something that has happened to them which was similar to what they have read. After reflecting to their experience, the students then provided the example that
could support the reflection. In their reflection, they also included their opinion or their thought of what would happen in the real world. After making the future
prediction, the students were also encouraged to put all the things they reflected on into their writings. Some students would do this and some prefer to have
something new to write. For those who turned it into their writing stated that they would do what they have written in their writings. They stated that if they read,
reflect and write about global warming, then they would do something in reality to overcome them. Therefore, this reflection came to action that the readers did in
their real life. The action was something new that they did base on the information they gained. It was obvious that they developed innovative thinking to overcome
the issue by doing something real. This was in line with the idea proposed by Rosales et al. 2010 who state that the reflective-minded students can decide what
116 information is important to face the issues that concern them where at the same
time they will be more aware of collecting opinions from the trustworthy sources.
117
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher provides the conclusions of the paper and some recommendations. The conclusion of the paper was drawn based on the
result and discussion on the data gained in Chapter IV to answer two research problems formulated in Chapter I. The recommendations in this chapter are given
to students, lecturers and further researchers who are interested in applying critical review in Critical Reading and Writing class.
5. 1 Conclusions
Based on the analysis on the data gained and the discussion on the results, there are two main research results gained. From those two research results
gained, two conclusions are drawn. First is related to the first research problem on the implementation of critical review in CRW 1 class Critical Reading and
Writing 1 class. Second is related to the second research problem on the students’ and lecturer’s perception towards the implementation of critical review in CRW 1
class especially on reading and on the further implication of the implementation of critical review in CRW 1 class.
Related to the first research problem, the researcher found out that critical review with critique as the core is implemented as a set of tasks emphasize the
teaching and learning processes in CRW 1 class. The set of tasks implemented in CRW 1 class is sharing and discussing in the critical reading section, critical
