CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this chapter, describes the conclusion derived from the previous chapters chapter I, II, III, IV. It also provides pedagogical implication as well as
the suggestion for both teachers and students involved in the teaching and learning process, in term of developing comprehension reading skills and critical
thinking skill.
A. Conclusion
The purpose of this study was to investigate the relationship between critical thinking ability and comprehension reading ability. The research was
carried out as a correlation research among eleventh grade students of SMA Kharisma Bangsa academic year 20152016. Review of the literature it was
determined that having critical thinking skill has necessity in this modern world because that kind of thinking are needed in facing problems in real life. Therefore,
the importance of critical thinking cannot be ignored, particularly in education. To answer the research questions, Pearson Product Moment correlation coefficient
was used in this study.
Based on the findings described in the previous chapter, this study comes to the conclusion that there is any significant relationship between critical
thinking ability and comprehension reading ability of the eleventh grade students of SMA Kharisma Bangsa, academic year 20152016. It reveals that the student
who has good critical thinking ability has good comprehension reading skill: whereas, the students who has poor critical thinking skill tends to have poor
reading ability in term of comprehension reading. Therefore, it can be concluding that the more critical the students think is, the more creative and critical they are
in developing the ideas in reading. Those abilities can lead the students have good reading skills, particularly in comprehension reading ability.
48
B. Implication
Based on the conclusion arrived from the research finding of this study, it is found that th
e critical thinking ability has significant influence in students’ comprehension reading ability of the eleventh grade of SMA Kharisma Bangsa
academic year 20152016. Consequently, it is highly recommended to the English teachers of SMA Kharisma Bangsa to design the reading courses that not only
facilitate students to develop their reading ability but also to develop students’ critical thinking skill. Therefore, the students can explore and develop their
critical thinking ability as well as their reading skills, especially in comprehension reading skills.
C. Suggestions
Based on the conclusion and the implication, it can be reached some suggestions for the teachers, students and everyone involved in the teaching and
learning process of reading skills. 1.
For the English teachers of SMA Kharisma Bangsa, they are expected to design the reading course where they can teach both critical thinking skills
and reading skill, comprehension reading in particular. It is because there is significant correlation between critical thinking ability and comprehension
reading ability. 2.
The critical thinking ability is one of the skills that can be considered to be taught to the students because it has many impacts in students’ real life. It is
not only important for the stude nts’ academic performance such as reading
skill but also can help students to face the problems in their real life. 3.
Because critical thinking is a skill: therefore, it is highly importance for students to be taught in lower grades so that they will be critical thinkers
since their early grade. 4.
Time for teaching critical thinking techniques in comprehension reading is recommended to increase. Teachers are asked to devote significant time to
teaching critical thinking as well. The result of
suggestions above the writer’s experience in conducting this study as well as the data resulted from the study.
REFERENCES
Robert L. Zorn, Speed Reading, London: Harper Row Publishers Inc., 2001, p. 70.
J. Jarolimek, Social Studies Elementary Education. Pennsylvania: Macmillan Publishing Company, 2003, p. 243.
1
Abbas Pourhosein Gilakjani, and Seyedeh Masoumeh Ahmadi, The Relationship between L2 Reading Comprehension: International Journal of Information
and Education Technology, Vol. 1, No. 2, June 2011. Watson and Glaser, The Watson-Glaser Critical Thinking Appraisal W-GCTA,
London: Pearson Education Ltd., 2012, p. 11. Austin J. Freeley and David L. Steinberg, Argumentation and Debate: Critical
Thinking for Reasoned Decision Making, London: Wadsworth Cengage Learning, 2007, 12
th
ed., p. 2. Paul, R. W. Elder, L., The Miniature Guide to Critical thinking: Concept and
Tool, Foundation for Critical Thinking Press, 5
th
ed., 2008, p. 2. Phil Washburn, Vocabulary of Critical Thinking, New York: Oxford University
Press, Inc., 2010, p. 3. Paul and Elder, op. cit., p. 2.
S. Ferrett. Peak Performance. Cited in GED 20902: Online Professional Development, 2008, retrieved from: http:www.ket.orgged2002criticalcr3.
htm. Bloom, B.S. Ed.. Engelhart, M.D., Furst, E.J., H ill, W.H., Krathwohl,
D.R. 2003.Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.p. 36-37
Bloom BS, Taxonomy of Educational Objectives: The Classification of Educational Goals,New York:David McKay Company Inc., 2003, p.130.
Bloom, B.S. Ed.. Engelhart, M.D., Furst, E.J., H ill, W.H., Krathwohl, D.R. 2003.Taxonomy of Educational Objectives, Handbook I: The
Cognitive Domain. New York: David McKay Co Inc. p. 65
