103 main ideas they tried to guess the issue presented in the text. In pre-reading, the
students also tried to skim the thesis statement or the claim proposed by the author. That way, the students tried to guess the topic of the text to gain the
general picture of it. Based on the result of the observation, questionnaire distribution and interview, the researcher inferred that pre-reading in Critical
Reading and Writing 1 class which is the implementation of the nature and aspects of critical review was influencing the students’ ability to get the general picture of
important issue present by the author in a short time.
4.3.2 Readers’ Position
The implementation of critical review in Critical Reading and Writing 1 class CRW 1 is also influencing the students’ ability to contribute their point of
view in the reading. Theoretically, as proposed by Arnaudet and Barrett 1984, in critique, one of the criteria which should be considered is the thoroughness of the
treatment of the subject matter. It means that the students need to understand how well the author develops the subject matter into claims and claims into complete
arguments and arguments into a precise text that supports a topic. This criterion later on will enable the students to identify the subject matter presented in the text
with a different point of view. The influence of this implementation is elaborated through the discussion of the data gained from observation, questionnaire
distribution and interview conducted by the researcher as follows. Based on the data gained from the observation on the reading section, the
researcher found out that after reading the text the students needed to decide their
104 side, whether to agree with the text or disagree with the text. In the reading
section, the students were exposed to the examples of a certain genre of text. The lecturer provided two texts with the same topic; one is against the topic and
another supports it. The class was divided into 7 groups each group got one topic with two articles. In their group, the students needed to compare and contrast the
two texts. After that, they needed to decide which text has the stronger arguments. Then, they presented the result of the group discussion in front of their friends and
stated the reason of choosing one side of the topic presented. Based on the observation, the researcher also found out that the students have a presentation
session where they presented one topic and brought claims they gained after reading some articles. The presentation, both in the reading section and
presentation session emphasized how the students determine their position on the text by pointing the weaknesses and strengths of the text and composing the
claims of a certain topic. Based on the questionnaire, critical review implemented in critical reading
stage focusing on the evaluation was enabling the students to make a decision out of the text. The statement indicating the decision making is the statement part C
number 5. The statement stated that by seeing the relevant and logical ideas of the text, the students are able to decide whether to believe the text or not.
Table 4.11 Students’ Position towards the Text
No Stages
Point Percentage
C.5 Critical
thinking By seeing the relevant and logical ideas of
the text, you are able to decide whether to believe the text or not
60.7
The questionnaire is attached on the appendices
105 This result shows that before the students decided which side they should
take; whether to agree with the text or disagree with the text, they evaluated the ideas first from the point of the relevancy and the logic of the ideas. This means
that evaluation as one of the natures of a critique in critical review is able to influence the students to take side or position towards the ideas presented in the
text. The data show that evaluation as one of the principles in critical review implemented in Critical Reading and Writing 1 class CRW 1 influenced the
students to analyze the issue or problem discussed clearly and critically. Based on the data gained from the interview with the lecturer, the researcher
found out that the group discussion was able to encourage the students to take position towards the text presented. While reading the text, the students could ask
their friends the unfamiliar things they found out on the text. Then, after reading, the discussion moved to the content of the article. The discussion was meant to
get the agreement among the members of the group whether to agree or disagree with the text by previously examined the arguments of the text. Therefore, the
decision whether to agree or disagree with the text is on whether the arguments presented were strong or weak.
Based on the data gained from the interview with the respondents, the researcher found out that the written response was able to encourage the students
to show their position towards the text presented. In the reading section, sometimes, after reading an article the lecturer asked the students to write a
response to the text they read. The response itself consisted of whether the topic is important or not, whether the author can persuade the readers or not, and whether
106 there are effects for the readers after reading the text. Those three aspects included
in the written response could only be achieved if the students are evaluating the text they read thoroughly. This indicates that at the end of the response, the
students would state whether they believe the text they read or not based on the evaluation. That was how the students come to take position in their written
response.
4.3.3 Readers’ Critical Thinking
