Lesson Learned of Collaborative Learning Method to Improve Critical

78 In the end of the research, the researcher concluded that the implementation of collaborative learning gave students opportunity to improve students’ critical thinking skills in CRW II. The conclusion was supported by the benefits of collaborative learning which helped the students in handling the difficulties in improving critical thinking skills, students’ high participation, students’ general attitudes of critical thinking Meyers, 1986, and the significant change percentage of students’ scores on critical writing in the end of the research 17 change percentage of final mean score. The researcher felt happy to know that the researcher had designed teaching learning activities which could help the students to improve their writing skills in writing argumentative essay and their critical thinking skills. The researcher was grateful to have classroom action research as the research, since the researcher could help other people to learn better in their learning process, specifically in improving their critical thinking skills.

B. Recommendations

The research concluded that the implementation of collaborative learning method gave the students opportunity to improve students’ critical thinking skills in CRW II. Collaborative learning method was also helpful for the students to handle their difficulties in improving their critical thinking skills. As a follow up of the research, the researcher gives two recommendations to the lecturer of CRW II and future researchers who are going to conduct similar research related to collaborative learning and critical thinking skills. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 79 1. For the lecturer of CRW II The important change from cycle 1 to cycle 2 during the research was the different pattern of peer involvement in pair work instead of small group work. The different pattern helped the students to increase their motivation which affected their learning process in improving critical thinking skills, particularly by raising the standard and reliability of the peer assessment and applying suspended judgementhealthy scepticism and general attitudes in critical thinking. Therefore, the researcher recommends the lecturer to give the students variation of learning activities, especially student-centred learning activities in collaborative learning which facilitate the students with discussions and opportunity to share and have arguments with their peers in order to help the students to improve their critical thinking skills. 2. For the future researchers There are many aspects and factors which are related to critical thinking; there are also many options of collaborative learning method which support students’ critical thinking skills. Therefore, the researcher recommends the future researchers to choose one of many available options of collaborative learning method to improve students’ critical thinking skills in the next researches. The researcher also recommends the future researchers to conduct different research on critical thinking with different research methodology, such as research and development in developing learning materials on critical thinking and survey research on students’ perception on critical thinking in English language learning. 80 REFERENCES Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., Wittrock, M. C. 2001. A taxonomy for learning teaching and assessing . New York: Addison Wesley Longman, Inc. Apps, J. W. 1988. Higher education in a learning society: Meeting new demands for education and training . San Francisco: Jossey-Bass Inc. Barnet, S., Bedau, H. 2011. Critical thinking, reading, and writing: A brief guide to argument . Boston: BedfordSt. Martin’s Brown, H. D. 2004. Language assessment: Principles and classroom practices. New York: Pearson Education, Inc. Bruning, R. H., Schraw, G. J., Norby, M .M., Ronning, R. R. 2004. Cognitive psychology and intruction 4 th ed. Upper Saddle River, New Jersey: MerrilPrentice Hall Burns, A. 1999. Collaborative action research for english language teachers. Cambridge: Cambridge University Press. Dewey, J. 1982. How we think. Lexington, Massachusetts: Heath. Dooly, M. 2008. Telecollaborative language learning: A guidebook to moderating intercultural collaboration online . Bern: Peter Lang. Gaies, S. J. 1985. Peer involvement in language learning. New Jersey: Prentice- Hall, Inc. Gokhale, A. A. 1995. Collaborative learning enhances critical thinking. Journal of Technology Education 7 Kemmis, S., McTaggart, R. Eds.. 1988. The action research planner. Geelong, Victoria: Deakin University Press. Meyers, C. 1986. Teaching students to think critically. San Francisco: Jossey- Bass Inc. Schunk, D. H. 2008. Learning theories: An educational perspective. Upper Saddle River, New Jersey: MerrilPrentice Hall PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI