1. :
= 0 or if ,
is accepted, and is rejected.
2. :
0 or if t ,,
is accepted, and is rejected.
Due to the fact that the t and t
, is accepted and
is rejected. This result can be interpreted that there is significant relationship
between critical thinking ability and comprehension reading ability of the eleventh grade students of SMA Kharisma Bangsa, academic year 20152016.
C. Discussion
Based on the data description above, it can be interpreted that the critical thinking ability of the eleventh grade students of SMA Kharisma Bangsa is
averagely fairly good. The average score mean of critical thinking ability is 73.1. The students’ comprehension reading skill in average is fairly good as well.
The mean score of students’ comprehension reading ability is 76.0. It is slightly better than the students’ critical thinking ability.
According to the results of the calculation of data analysis, the score of correlation coefficient
is higher than score in the r table rt. In this case, the correlation coefficient
found is 0.573; while the r table rt score in the significant of 0.05 5 is 0.304 and 0.393 in the significant of 0.01 1.
Therefore, the = 0.573
= 0.304 and =
= 0.393. It means that the alternative hypothesis
is accepted and null hypothesis is
rejected. In other words, there is significant correlation between critical thinking ability and reading ability in term of comprehension reading.
In addition, based on the calculation of the t test, it is found that the score of t= 4.01 and it is higher than the score of t table. The result of t test is
compared with the t table in the level of significance of 0.05 5 and the
level of significance of 0.01 1. The t table are obtained respectively in
1.67 and 2.43 with interpolation see appendix 10. Therefore, the t= 4.01
= 1.67 and t= 4.01 = 2.43. Due to the fact that the
result of t test is higher than t table, consequently, is accepted and
is
rejected. This result can be interpreted that there is significant relationship between critical thinking ability and comprehension reading ability of the
eleventh grade students of SMA Kharisma Bangsa, academic year 20152016. Besides, the
can also be interpreted with the table of r score interpretation the table can be seen in the third chapter or in the Table 3.1.
Based on the table 3.1, the score resulted in this study is 0.573. It places in
the range of 0.39 —0.69. It indicates that there is moderate or average relationship
between two variables critical thinking ability and comprehension reading ability. Hence, it can be interpreted that the critical thinking ability of eleventh
grade students of SMA Kharisma Bangsa has moderate correlation with their comprehension reading ability. This is in accordance with Fahim and Kamali
opinion that critical thinking skills including analysis, evaluation, and inference have positive relationship with the quality of reading .
1
Therefore, the students who have good critical thinking, they must have good reading ability particularly
in comprehension reading. Meanwhile; if the readers lack of the ability to think critically, they usually have poor comprehension reading ability. Because having
critical thinking will make the students be able to develop the idea critically and creatively.
D. Limitation
There was some limitation that were found in this study. The first limitation was the number of participants which were 35 students. Although the
number of participants has already met the requirements, it is still better to have great numbers of participants to make the result more valid and credible. In
correlational study, the greater numbers of the participants, the more valid and reliable are the data.
2
1
Fahim, M. and Z. Kamali, 2011. The Relationship between Critical Thinking Ability of Iranian EFL Learners and Their Resilience Level Facing Unfamiliar Vocabulary Items in
Reading. Journal of Language Teaching and Research, 21: 101-114.
2
Gay, op. cit., p. 207
Next, the critical thinking test instrument which was conducted from Cornell Critical Thinking Test CCTT also became the limitation in this study.
The language used CCTT was English in which a foreign language for the participants. This, might cause students had problems in understanding the
questions of the test and influenced the test results. In the other researcher which used the same instrument CCTT the research that was conducted by Turkish
researchers used the participants’ native language, i.e. Turkce .
3
Therefore, the research finding and results maybe more accurate. It is because using part
icipants’ native language leads the participants more understand the test questions.
Another problem came the raters who were rate and score the students reading. The second rater who was the researcher herself seems to be less
qualified to score the students reading because of her inexperienced in assessing reading test. Therefore, it is better to have the rater who has experience and better
understanding about assessing reading test. Of course, a large limitation in the study could come from many factors
such as student’s conditions and situation when conducting the test both critical thinking test and comprehension reading test and the environment in which the
tests took place. Furthermore, those factors, limitations and problems stated above influence the credibility, reliability and the validity of this research finding.
According to Gomez, J.C., to sum up, this study showed that there is a large, positive relationship between critical thinking and reading comprehension
ability of students in general.
4
Moreover, a large, positive relationship was observed between critical thinking and Reading strategies. In terms of the sub-
strategies of reading, a large, positive relationship was found between students use of cognitive and metacognitive strategies and their critical thinking ability. It was
also shown that affective strategies along with critical thinking and general reading strategy use were among the predictors of learners’ reading
comprehension ability.
3
Isik, H., 2010. High School students’ Critical Reading Levels and the Relationship between Critical Reading Level and Critical Thinking Dispositions and Profiency. Unpublished
Masters thesis, Anadoly University Turkey. p. 26
4
Gomez, J.C., 2010. The Impact of Structural Reading Lessons on the Development of Critical Thinking Skills. Electronic Journal of Foreign Language Teaching, 71: 32-48.
