Theoretical Framework REVIEW OF RELATED LITERATURE

41

2.2 Theoretical Framework

In conducting this research, the theories employed are the theory of critical review, the theory of critical reading and writing, and the theory of advanced level of readers. Critical review is seen deeply on the point of critique that needs to be performed to show a deeper understanding and position towards what have been read. This theory is mainly employed to identify the implementation of the nature and the aspects of critical review in teaching and learning activities. Thus, the aspects and nature presented in critical review will be the basic foundation of the components of the observation, questionnaire and interview. The aspects and nature is adapted to several supported forms and theories proposed by experts in critical reading and writing. Critical review is seen in terms of its process to achieve the critique point which in the further implementation contains of the process of reading the text critically and writing what have been read critically. By employing the basic ideas of critical review, this research aims to figure out the teaching process of critical reading and critical writing in the integrated-skills course which in this particular research is Critical Reading and Writing 1 class. The theory of critical review in this research serves as the core theory in which the ideas of it will serve as the main theory for further analysis. The analysis is conducted by comparing and contrasting the teaching and learning activities in the practical level to the ideas of the philosophical level in the theory. In order to explain the relation among the theories better, the researcher provided the figure as follows. 42 Figure 2.1 Relations among Critical Review, CRW and Advanced Level of Readers As the target of this research is Critical reading and Writing 1 class CRW 1 class, the researcher also includes the basic theories of critical reading and critical writing. The discussion and elaboration of the theories include the nature of critical reading, principles in teaching critical reading, nature of critical writing, and principles of critical writing. The discussion and elaboration of the theories serve as the basic of conducting this research. The discussion and elaboration serve as the further implication of the implementation of critical review in classroom in which the theories serve as the basic in determining students’ critical point of view in critical reading and writing classroom. Core Seen in Critical Reading. . . . . . . . . Critical Thinking. . . . . . . Critical Writing Activated A bridge to Critical Thinking Reflective mind Critical Review Introduction Summary Critique Conclusion CRW Advanced Level of Readers 43 The critical reading itself is the theory which deals with the ability to perform skill in critical reading. The skill of critical reading lies in assessing whether the author provides enough justification point to the claim provided. Thus, the ability of analyzing the text, evaluating the text, and judging the text is based on what is delivered by the author. The reader’s prior knowledge and experience are the ways readers applied to start the critical point of view towards what is presented. It shows that in performing this critical reading; a reader utilizes his active mind to think about what is being presented. Therefore, in the process of this critical reading, students are required to possess critical thinking. This critical reading process at the end is resulting on the activating of critical thinking of the reader. Next, in critical writing, the reader who possesses the critical thinking will utilize the skill as a bridge to perform critical writing. Critical writing, as seen in the theory, deals with the ability to perform a skill in critical writing. The skill of self-critical writing lies in the ability to convince the readers to accept the claims. The previous knowledge of how critical reading and critical thinking developed is bridging one to understand how critical writing should be in the sense to give the critical point of view. From the elaboration of critical reading, the researcher is able to figure out the aspects influencing the way reader creates the critical point of view of what is being read. From the elaboration of critical writing, the researcher is able to explore the link between reading critically and writing critically in the academic context. The researcher is also able to see the factor that connects critical reading and writing. 44 The discussion and elaboration of the theories is analyzed by comparing and contrasting it to the activities performed by students in Critical Reading and Writing 1 class. As the goal of this research is to find out whether the implementation of critical review is able to be the bridge to achieve advanced level of readers, the researcher includes theories of advanced level of readers. Advanced level of readers is the level of readers in which the readers possess both critical thinking and reflective mind not only regarding what have been read but also for their surroundings, the world they live in. The characteristics of advanced level of readers are influenced by previous reading techniques or activities and tasks employed in critical reading and writing in which it enables the students to activate their critical thinking. Therefore, the implementation of critical review in critical reading and writing is expected to be able to activate students’ critical thinking. Then, by synthesizing what the readers gained, it is expected that the readers could have reflective mind towards their real world tasks. Thus, the elaboration and discussion on each idea is compared and contrasted to the stages and tasks implemented in the classroom, the questionnaire result and the interview result gained. 45

CHAPTER III METHODOLOGY

In this chapter, the researcher provides the methodology employed in this research. The further explanation and elaboration of the methodology employed is explored under several subtitles. There are research method, research setting, research participants, research instruments and data gathering techniques, research analysis techniques and research procedure.

3.1 Research Method

This research employed a qualitative approach as the base of this research and quantitative approach as the complementary. The decision of choosing these two approaches was based on several considerations. The first is the topic of the research The Implementation of Critical Review in Critical Reading Writing 1 Class A to Achieve Advanced Level of Readers. The second consideration is from the goal of this research which is to find out students’ perception on the implementation of critical review in the class. The researcher believes that perception is something that could not be measured by only presenting statistical data on how many students think on certain ways towards certain things. The research believes that perception is something bigger than statistical or numerical data which needs description, explanation, and further elaboration. For this consideration the researcher chose qualitative approach as the base of this research. Jhonson and Christensen 2008 state that qualitative study